I found this activity very interesting and even exciting as I could relate and even envisage using/trying to use wikis in my own professional context. This could radically change how I teach (or one aspect of it). I need to reflect further on how I can best apply wikis and other technology (pod/videocasts, blogs, mobile phones, etc.) to my teaching context/my students' learning context.
There were various links I found interesting and useful (see below).
There was a paper on using games in education. I already know that perhaps 80% of my male students and 50% of my female students play computer games regularly or daily. Finding an interesting/attractive way of putting those gaming skills/skills used in gaming to use as a means of enhancing their English speaking skills would be a good way of centering learning on the students and not vice versa. But I can't find it now - maybe it was one I read for Unit 9 (blogs)??
Writing this I now realise I forgot to include in the briefing document that wikis can appeal to the students' "digital native" character. Though I feel it's not wise to presume that my Chinese students (of around 20 years of age) are the same as US or UK students. My students have lived their entire lives in the highly developed city of Shanghai and have many of the latest gadgets and seem interested in the latest fads, but I should be cautious when adapting western studies to an asian environment. Which is something I've already learnt the hard way when trying to apply a more interactive/communicative/student-centred style of teaching to my lessons.
References
Ferris, S. and Wilder, H. (2006) ‘Uses and potentials of wikis in the classroom’, Innovate, vol. 2, no. 5. [Online], Available from: http://www.innovateonline.info/index.php?view=article&id=258 (Accessed 11 January 2009).
http://educationalwikis.wikispaces.com/Articles+and+Resources
Lamb, B. (2004) ‘Wide open space: wikis, ready or not’, Educause Review, vol. 39, no. 5
(September/October), pp. 36–48. [Online], Available from:
http://www.educause.edu/pub/er/erm04/erm0452.asp (Accessed 11 January 2009).
Prensky, M. 2001. Digital natives, digital immigrants. On the Horizon 9 (5).
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. (accessed 11 January 2009).
TeachersFirst (2006-2008) 'Index' http://www.teachersfirst.com/index.cfm
Showing posts with label TEFL. Show all posts
Showing posts with label TEFL. Show all posts
Monday, 12 January 2009
Friday, 24 October 2008
(New) CA3.1-My strengths and weaknesses as an elearning professional (from 12-10-08)
24 Oct 2008, 09:10
Edited by Jose Martel Penate, 24 Oct 2008, 09:12
Visible to all Open University users
From: Jose Martel Penate 12 October 2008 08:50:18
Subject: (New) CA3.1-My strengths and weaknesses as an elearning professional
To: H808 ac6 08 Unit 3
Alan asked me to try to use my face-to-face teaching experience in this activity.
So I made a combined PDP needs analysis grid (please see "Jose-CA3.1-PDP combined needs analysis grid.pdf" that was shared with everyone in Alan's tutor group on 11/10/08).
Strengths
I tend to be good at analysing situations and providing solutions.
I'm not really a people-person, but I see the value of getting along and much prefer to.
Given the choice, I prefer not to lead, but if I have to, I will.
I'm comfortable with reflection, however, I sometimes forget that other people aren't.
I'm willing to put in the time to pass this course and my wife supports me.
I believe I have the reflective ability, language skills, mental agility...and...uhmm?...to pass this course.
I value a professional attitude and prefer to strive toward professionalism.
I prefer to do things well.
Pressure can often help me excel.
I'm comfortable using computers, and having used and owned macs and pcs over a number of years has helped me be, and feel, more proficient.
I'm good at abstract thought; I'm a good listener; I can be good at seeing things from other people's point of view.
I enjoy learning and thinking.
If I know what I'm talking about then I'm usually ok at meetings, discussions, etc.
Being bilingual and having lived in a number of different societies/cultures helps me relate more easily to people.
For such a negative person at heart, I can be surprisingly positive.
I have theoretical and practical knowledge of teaching techniques, methods, approaches, etc.
I have face-to-face teaching experience with up to 65 students per class.
Weaknesses
I can be a bit of a perfectionist: given 8 hours to finish, I will finish in 8 hours. But given 2 hours, I will finish in 2 hours and possibly more creatively.
I'm currently living in a society that values appearance, networking and bureaucracy. I'm not sure that the Western concept of professionalism is understood here. This means that I have little external motivation to work toward professionalism here.
A lot of what I'm learning on this course is new to me, and I've never studied at this level before.
Sometimes I seem to have a kind of mental block when learning something new. I can talk about the thing, I can have the idea in my head, but I feel no connection to it. I sometimes think I need to experience in order to learn.
Well, a bit of a mixed bag (is that a strength or a weakness?).
And was that reflection or just description?
Jose
---------------
From: Alan Clarke 12 October 2008 23:59:24
Subject: Re: (New) CA3.1-My strengths and weaknesses as an elearning professional
To: H808 ac6 08 Unit 3
Hi Jose
I would judge the paper as overall reflective in character rather than simple description
Cheers
Alan
Friday, 10 October 2008
Reflections on my strengths and weaknesses as an elearning practitioner
10 Oct 2008, 14:20
Edited by Jose Martel Penate, 10 Oct 2008, 14:24
Visible to all Open University users
Well, I'm not an elearning practitioner.
But let me trudge on anyway...
Strengths:
NONE - I have everything to learn
ALL - I will learn everything from my grounding in professionalism gained from H808
Weaknesses:
I have everything to learn
Notes written as I prepared the PDP grid:
Yourself compared with other "teachers"(?). Or should I compare myself with (what I perceive to be the abilities of) the other students?
Might it be better to compare myself with where I should be when I'm an elearning professional?
I may as well compare myself to an ideal standard.
I suppose I should be comparing myself to elearning professionals - the ideal elearning professional.
*************************
I have had big problems doing this grid. I think it's because I have no (clear) frame of reference.
I'm doing this course (and the rest of the MAODE) because I hope it will be useful for me in the future.
But I'm not sure what exactly I will learn on this course, and I'm not sure what exactly I will need to know to be an elearning professional.
I also assume that I will learn as I go along. Of course knowing is better than assuming.
I have no-one to compare myself with - my fellow students are words on a screen, and my colleagues are happy ambling along.
But let me trudge on anyway...
Strengths:
NONE - I have everything to learn
ALL - I will learn everything from my grounding in professionalism gained from H808
Weaknesses:
I have everything to learn
Notes written as I prepared the PDP grid:
Yourself compared with other "teachers"(?). Or should I compare myself with (what I perceive to be the abilities of) the other students?
Might it be better to compare myself with where I should be when I'm an elearning professional?
I may as well compare myself to an ideal standard.
I suppose I should be comparing myself to elearning professionals - the ideal elearning professional.
*************************
I have had big problems doing this grid. I think it's because I have no (clear) frame of reference.
I'm doing this course (and the rest of the MAODE) because I hope it will be useful for me in the future.
But I'm not sure what exactly I will learn on this course, and I'm not sure what exactly I will need to know to be an elearning professional.
I also assume that I will learn as I go along. Of course knowing is better than assuming.
I have no-one to compare myself with - my fellow students are words on a screen, and my colleagues are happy ambling along.
Friday, 3 October 2008
CA2.3 Reflection and learning-FIRST DRAFT
3 Oct 2008, 16:44
Edited by Jose Martel Penate, 4 Oct 2008, 00:59
Visible to all Open University users
The following has turned out to be a very brief, personal impression - together with hearsay - of what I perceive as the present general state of conversational-English teaching in China, education in China and Chinese students. I am certain there are many foreign teachers in China who would have very different things to say:
As many of you will already know, I work as an oral English teacher at a university in Shanghai. This is the beginning of my 3rd academic year in China.
When I first arrived here I had high hopes of making a difference and of developing my teaching practice. However, a crude reality for many foreign oral English teachers in China is that they are employed by schools as the foreign-passport holder that helps ensure parents will pay higher school fees. The foreign teacher's job is to be the English expert for classes once a week. Ostensibly, this 90 minute class, 16 times a semester, will redress years of teacher-centred, grammar-translation English lessons and even more years of systematic obliteration of students' self-confidence, individuality and creativity. In practice however, course leaders and the school administration will probably have little or no interest in the foreign teacher's activities in class, provided s/he actually does turn up for class; does not offend China's honour; or bore the students too much. The teacher may be asked back for a second term if the students actually enjoy the class. Students' enjoyment of class may involve playing games; listening to amusing anecdotes or popular music; watching DVDs, being allowed to talk in Chinese, do other course work, play with their mobile phones, sleep, or skip class - every class. Despite this apparent lack of oral english learning or practice, students typically do not fail oral English exams; once school fees have been paid, parents can expect certain returns on their money.
But, even within this climate, there are those Western teachers who do try to improve their students' level of English. A problem they find though, is that Western methods often don't translate well. Student-centred lessons with task based and communicative activities that foster self-confidence, individuality and creativity regularly fail in China and Asia. New foreign teachers can often be heard to complain about the "unwillingness" of their students to participate in class or to even answer the simplest of questions. Why? Students are taught to conform not stand out, and the Chinese have an acute sense of "saving face"; students prefer to say nothing in class than to risk embarrassment by making a mistake. Other factors are that the teacher is seen as the expert that will tell students what they should know; students are passive "sponges" in a learning environment that is largely memoristic in nature (students here do have amazing powers of recall). Students on the whole have little to no sense of ownership of their learning; little initiative, and (seemingly) little desire to reflect on their learning, personal development or life. I would guess that the average 20 year old Chinese student has the mental age of a 14 year old British student. English is taught as 4 unconnected subjects: reading, writing, listening, and speaking (oral/conversation). Typically, only speaking class has a foreign teacher (who may or may not be a native-level English speaker, qualified, proficient, or conscientious). The other classes have a Chinese teacher who will probably give the class in Chinese. The focus of (Chinese) teacher and students is on learning (just enough) to pass the exams. Little, if any, attention is paid to effective communicative ability in English. Students who are good at speaking English are generally those who have a personal interest in the language. I think many Chinese English teachers see the need for a change in methodology/policy, but change seems to be very slow and implemented from the top down. Those with power to decide and effect changes at schools may not be the most suited for the job (of implementing effective educational reform). Those with the power are (Communist) Party members who are often/usually aged, with Party agenda to promote and protect and perhaps no knowledge or understanding of, or concern for, the educational issues at stake.
How does all that fit in with what I'm learning on this course? How can I possibly change my students' learning behaviours?! And how could I try to encourage a cohort of slightly above average Shanghainese students to use an eportfolio system when only 2 weeks ago I gave up trying to get them to even use email? These students/classes are actually the best I have had here though. Students do not sleep in class, many are eager and willing to participate/learn, most bring pen and paper to class, the class sizes are small (about 20 students, not 60), each of my classrooms is large enough with furniture that can be moved; a pc I can use, with internet connection, projector, dvd player,...But the 90 minutes of class a week is all the English practice most students will get, despite a general consensus that English speaking skills are an important factor influencing a student's future employability.
Well, I'd better go to sleep so that tomorrow I can write a more relevant attempt at the CA2.3 Reflection and learning.
As many of you will already know, I work as an oral English teacher at a university in Shanghai. This is the beginning of my 3rd academic year in China.
When I first arrived here I had high hopes of making a difference and of developing my teaching practice. However, a crude reality for many foreign oral English teachers in China is that they are employed by schools as the foreign-passport holder that helps ensure parents will pay higher school fees. The foreign teacher's job is to be the English expert for classes once a week. Ostensibly, this 90 minute class, 16 times a semester, will redress years of teacher-centred, grammar-translation English lessons and even more years of systematic obliteration of students' self-confidence, individuality and creativity. In practice however, course leaders and the school administration will probably have little or no interest in the foreign teacher's activities in class, provided s/he actually does turn up for class; does not offend China's honour; or bore the students too much. The teacher may be asked back for a second term if the students actually enjoy the class. Students' enjoyment of class may involve playing games; listening to amusing anecdotes or popular music; watching DVDs, being allowed to talk in Chinese, do other course work, play with their mobile phones, sleep, or skip class - every class. Despite this apparent lack of oral english learning or practice, students typically do not fail oral English exams; once school fees have been paid, parents can expect certain returns on their money.
But, even within this climate, there are those Western teachers who do try to improve their students' level of English. A problem they find though, is that Western methods often don't translate well. Student-centred lessons with task based and communicative activities that foster self-confidence, individuality and creativity regularly fail in China and Asia. New foreign teachers can often be heard to complain about the "unwillingness" of their students to participate in class or to even answer the simplest of questions. Why? Students are taught to conform not stand out, and the Chinese have an acute sense of "saving face"; students prefer to say nothing in class than to risk embarrassment by making a mistake. Other factors are that the teacher is seen as the expert that will tell students what they should know; students are passive "sponges" in a learning environment that is largely memoristic in nature (students here do have amazing powers of recall). Students on the whole have little to no sense of ownership of their learning; little initiative, and (seemingly) little desire to reflect on their learning, personal development or life. I would guess that the average 20 year old Chinese student has the mental age of a 14 year old British student. English is taught as 4 unconnected subjects: reading, writing, listening, and speaking (oral/conversation). Typically, only speaking class has a foreign teacher (who may or may not be a native-level English speaker, qualified, proficient, or conscientious). The other classes have a Chinese teacher who will probably give the class in Chinese. The focus of (Chinese) teacher and students is on learning (just enough) to pass the exams. Little, if any, attention is paid to effective communicative ability in English. Students who are good at speaking English are generally those who have a personal interest in the language. I think many Chinese English teachers see the need for a change in methodology/policy, but change seems to be very slow and implemented from the top down. Those with power to decide and effect changes at schools may not be the most suited for the job (of implementing effective educational reform). Those with the power are (Communist) Party members who are often/usually aged, with Party agenda to promote and protect and perhaps no knowledge or understanding of, or concern for, the educational issues at stake.
How does all that fit in with what I'm learning on this course? How can I possibly change my students' learning behaviours?! And how could I try to encourage a cohort of slightly above average Shanghainese students to use an eportfolio system when only 2 weeks ago I gave up trying to get them to even use email? These students/classes are actually the best I have had here though. Students do not sleep in class, many are eager and willing to participate/learn, most bring pen and paper to class, the class sizes are small (about 20 students, not 60), each of my classrooms is large enough with furniture that can be moved; a pc I can use, with internet connection, projector, dvd player,...But the 90 minutes of class a week is all the English practice most students will get, despite a general consensus that English speaking skills are an important factor influencing a student's future employability.
Well, I'd better go to sleep so that tomorrow I can write a more relevant attempt at the CA2.3 Reflection and learning.
Monday, 29 September 2008
Sorry I didn't participate in the drivers template (@20th Sep08)
29 Sep 2008, 05:11
Edited by Jose Martel Penate, 29 Sep 2008, 05:39
Visible to all Open University users
From: José Martel Penate 20th Sep 2008Subject: Sorry I didn't participate in the drivers template
To: H808 08I Alans Group
Hi group,
Sorry I didn't get here in time to help with the activity, but I can see that there's been some excellent collaboration and you seem to be making some ground rules. You seem a sensible and efficient group so I'm sure I'll agree with any rules you decide, but if I don't I reserve the right to offer alternatives and then abide by the group's decision.
Kim, I did notice (too late) that you suggested that I include some reference to China. While I appreciate the attempt to inculde me in the activity, I don't feel that my personal experiences and impressions over the last 2 years are enough to allow me to speak with any kind of authority about the Chinese education system. Yes, I have my views, that may or may not be shared by other foriegners here, but that still doesn't mean I have any real idea that is a true reflection of what the authorities are thinking or planning. That said, every Chinese teacher I have spoken with on the subject has agreed that the education system needs to be overhauled, but none seem optimistic that that will happen any time soon. And your average Chinese teacher doesn't want to disrupt the status quo. They NEED their pay at the end of the month, there is no welfare state and the pensions are not great. A wage earner can be supporting their spouse, child, parents and two sets of grand parents. Chinese teachers just keep their heads down and hope that their course leaders and school (Communist) Party leaders find no fault with them. I've heard it said that a major obstacle to reform in the Chinese education system is that those with the the power to make reforms or decide policy are Party leaders not educators.
So, anyway, I hope I'll be of more use in the next group activity.
Jose
My forum introduction (v1.1) (@19th Sep08)
29 Sep 2008, 05:00
Edited by Jose Martel Penate, 29 Sep 2008, 05:11
Visible to all Open University users
From: José Martel Penate 19th Sep 08
Subject: Fwd: Jose's introduction v1.1
To: H808 08 ac_UNIT 1 INTRO
Hi all,
Firstly, apologies for my late arrival; hope I can catch up fairly soon.
And now the intro...
I'm Spanish, and grew up in England.
For the last couple of years I've been employed as an oral English teacher in China. Currently I "teach" 2nd year students at a university in Shanghai.
My doing a MAODE stems more from wanting to move onto a different, hopefully more satisfying career path here in China.
Why China in particular? Well, my wife is Chinese and we live in Shanghai with our lovely 8 week old, baby girl.
This is my first module of the MAODE. And my first time studying at this level. And my first online course.
I seem to be the least "professional" of my tutor group (Alan’s) which, initially, I find a little intimidating. However, this does mean I have a great opportunity to learn from my fellow members’ experience and expertise in related fields.
Some of you may have noticed that I'm having problems accessing messages on First Class. I'm not sure if this is because I'm (usually) using a Mac, coz I'm in China, both, or neither. But please bear with me while I try to sort out these problems.
By the way, you may already know that my being in China means I'm (usually) 8 hours ahead of UK time (GMT+8). This probably won't be too inconvenient for my tutor group and still allows for real-time IMing or talking over the internet at sociable hours if the need arose or the group decides it may be beneficial.
Over the next few months I hope we all have a stimulating, productive, and enjoyable time on this course together.
Jose
Ok, I've just read Alan's welcome and I think I need to expand this intro a bit.
Unlike most or all of you, I don't plan on using the knowledge and skills gained on the course at my current school/place of work. It's not that I think the kids wouldn't benefit from some sort of online support programme or PDPs, etc, or that my uni has any such programmes in operation or even planned (though a foreign oral English teacher is perhaps the last person to know about such things on a Chinese university campus, with any of the Chinese teachers coming in only slightly ahead). No, the kids would benefit from such programmes, and I might even say they (desperately) NEED them. The problem is that there would be no support from the administration on any level, and it goes without saying that the students would reject the slightest suggestion that they should take resonsibility for their own learning. And don't even mention the word "lifelong"!
So, at the moment I have a pleasant, vague sort of plan in which I hope that the MAODE can lead me away from state-run schools entrenched in their ways, while helping me steer clear of private schools obsessed with profit. Where I'll end up I'm not sure, but hopefully some place where learning is still or newly valued.
Subject: Fwd: Jose's introduction v1.1
To: H808 08 ac_UNIT 1 INTRO
Hi all,
Firstly, apologies for my late arrival; hope I can catch up fairly soon.
And now the intro...
I'm Spanish, and grew up in England.
For the last couple of years I've been employed as an oral English teacher in China. Currently I "teach" 2nd year students at a university in Shanghai.
My doing a MAODE stems more from wanting to move onto a different, hopefully more satisfying career path here in China.
Why China in particular? Well, my wife is Chinese and we live in Shanghai with our lovely 8 week old, baby girl.
This is my first module of the MAODE. And my first time studying at this level. And my first online course.
I seem to be the least "professional" of my tutor group (Alan’s) which, initially, I find a little intimidating. However, this does mean I have a great opportunity to learn from my fellow members’ experience and expertise in related fields.
Some of you may have noticed that I'm having problems accessing messages on First Class. I'm not sure if this is because I'm (usually) using a Mac, coz I'm in China, both, or neither. But please bear with me while I try to sort out these problems.
By the way, you may already know that my being in China means I'm (usually) 8 hours ahead of UK time (GMT+8). This probably won't be too inconvenient for my tutor group and still allows for real-time IMing or talking over the internet at sociable hours if the need arose or the group decides it may be beneficial.
Over the next few months I hope we all have a stimulating, productive, and enjoyable time on this course together.
Jose
Ok, I've just read Alan's welcome and I think I need to expand this intro a bit.
Unlike most or all of you, I don't plan on using the knowledge and skills gained on the course at my current school/place of work. It's not that I think the kids wouldn't benefit from some sort of online support programme or PDPs, etc, or that my uni has any such programmes in operation or even planned (though a foreign oral English teacher is perhaps the last person to know about such things on a Chinese university campus, with any of the Chinese teachers coming in only slightly ahead). No, the kids would benefit from such programmes, and I might even say they (desperately) NEED them. The problem is that there would be no support from the administration on any level, and it goes without saying that the students would reject the slightest suggestion that they should take resonsibility for their own learning. And don't even mention the word "lifelong"!
So, at the moment I have a pleasant, vague sort of plan in which I hope that the MAODE can lead me away from state-run schools entrenched in their ways, while helping me steer clear of private schools obsessed with profit. Where I'll end up I'm not sure, but hopefully some place where learning is still or newly valued.
Thursday, 25 September 2008
Metacog-what??!
25 Sep 2008, 23:29
Edited by Jose Martel Penate, 26 Sep 2008, 00:02
Visible to all Open University users
Before starting H808 I had no idea what PDP (as "PDP") or eportfolios were.
A few years ago I did an art and design foundation course and for the first, and only, time put together a portfolio - a showcase portfolio for my interviews at universities/art colleges. Now, having done some reading on both subjects, I can see that my uni tutors did employ techniques aimed at helping me to "own"/take responsibility for my learning, though I don't recall them ever clearly stating that that was what they were doing; it was simply that that was the way things were done and I, as a student, followed their lead. And the closest thing to eportfolios we had were the sketchbooks for ideas and work in progress that all students kept.
So, this is all new to me. And, as a teacher of English as a foreign language, I'm actually quite surprised that I have never heard of PDP and eportfolios (or even the use of portfolios in education) before. Though it may simply be the case that I had no (reason to take an) interest in them so I took no notice of them (in my wanderings about the internet and various books on teaching methodology). Now that I am sitting up and taking notice I can see that there is this (huge?) movement extolling the virtues of PDP and eportfolios.
Is this all just a fad? I hope not, and I would think not. (Rigorous?) Studies have shown that PDP - systematically thinking about and then planning one's own learning, life, future - does (significantly?) improve an individual's motivation, and thus, participation in their own learning/development. I've always been a contemplative kind of person so this idea of reflection-helping-development isn't a hard one for me to buy into (hmmm, looks like I also need to use the word "metacognition": awareness and understanding of one's own thought processes).
But of course, all because something is a good idea doesn't mean that everyone will do it. Could the difficulties involved in integrating PDPs/eportfolios into the various academic/work environments tend to turn potential users (academic institution/employers) away? I suppose that when governments get involved and issue policy that should or must be adhered to, then problems will get solved or circumvented. In the business world, I imagine that if CDP programs result in greater productivity/profit then we'll see an increase in their use.
Are there nay-sayers? I've only read papers "for" PDPs and eportfolios. Obviously the OU/H808 are "for". What do the people "against" say??
To be continued...
A few years ago I did an art and design foundation course and for the first, and only, time put together a portfolio - a showcase portfolio for my interviews at universities/art colleges. Now, having done some reading on both subjects, I can see that my uni tutors did employ techniques aimed at helping me to "own"/take responsibility for my learning, though I don't recall them ever clearly stating that that was what they were doing; it was simply that that was the way things were done and I, as a student, followed their lead. And the closest thing to eportfolios we had were the sketchbooks for ideas and work in progress that all students kept.
So, this is all new to me. And, as a teacher of English as a foreign language, I'm actually quite surprised that I have never heard of PDP and eportfolios (or even the use of portfolios in education) before. Though it may simply be the case that I had no (reason to take an) interest in them so I took no notice of them (in my wanderings about the internet and various books on teaching methodology). Now that I am sitting up and taking notice I can see that there is this (huge?) movement extolling the virtues of PDP and eportfolios.
Is this all just a fad? I hope not, and I would think not. (Rigorous?) Studies have shown that PDP - systematically thinking about and then planning one's own learning, life, future - does (significantly?) improve an individual's motivation, and thus, participation in their own learning/development. I've always been a contemplative kind of person so this idea of reflection-helping-development isn't a hard one for me to buy into (hmmm, looks like I also need to use the word "metacognition": awareness and understanding of one's own thought processes).
But of course, all because something is a good idea doesn't mean that everyone will do it. Could the difficulties involved in integrating PDPs/eportfolios into the various academic/work environments tend to turn potential users (academic institution/employers) away? I suppose that when governments get involved and issue policy that should or must be adhered to, then problems will get solved or circumvented. In the business world, I imagine that if CDP programs result in greater productivity/profit then we'll see an increase in their use.
Are there nay-sayers? I've only read papers "for" PDPs and eportfolios. Obviously the OU/H808 are "for". What do the people "against" say??
To be continued...
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