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 learning. Show all posts
Showing posts with label learning. Show all posts
Monday, 12 January 2009
Wednesday, 7 January 2009
More on CA8.1
00:39 today
Visible to all Open University users
(For CA8.1 podcast link and transcript see below.)So, technology related competence for Unit 8:
- Installed and learnt to use Audacity and Lame encoder
- Used these to make a podcast
- Also learnt to use Keynote (Mac's PP style presentation tool)
- I already knew how to use iTunes
- I had already knew how to upload mp3s to podcasting website
I finally decided on a topic for the podcast; wrote some text and recorded it using Audacity and Lame.
Not having a sound studio is a problem when you live in downtown Shanghai - not the quietest of places at any given time! But I used a headset with mic and hoped for the best. The sound quality seems ok though of course not studio quality. My delivery of the text could be better, but generally I think vocalisation is ok and I did try to use different speed of delivery to differentiate between the podcast text itself and example-text (listen to the podcast and you'll understand what I'm talking about).
I didn't re-read any instructions for Audacity (if I did actually read any in the first place) and managed through some trial and error to make an mp3 recording of just under 6 minutes. I decided not to edit using audacity so I had to rerecord the whole thing or almost the whole thing a few times. I decided that would be more straightforward and probably quicker than trying to figure out how to edit using Audacity. But if I had to use the tool, I now feel confident that it can do the job and that I could learn to edit using it if needed. Of course I still prefer iMovie for audio and video editing.
While experimenting with the idea of using podcasts in the classroom, I decided to try out Mac's Keynote (Power Point (PP) Mac style, as it were). I wanted to see if it was easy to embed podcasts into a PP style presentation. I found out that Keynote is wonderfully simple to use. Adding photos, music or video is as simple as drag and drop. Then you resize and reposition using mouse/trackpad and cursor. I watched a single, brief, online video tutorial and was compiling my presentation seconds later. I added text and photos to "slides". I added video to slides and then added music on top. I had slides with different themes and had text, photos and video on the same slide. And all was achieved very intuitively and with great control over the results. I now feel confident that I can make a good-looking multimedia presentation for class that I can fully control/adjust in real-time. Using video-podcasts embedded in a mult-media presentation like this can be a very useful and effective way of highlighting various aspects of western culture for my Chinese students. I'm sure the excellent visual quality and clean finish of Keynote will impress and help maintain students' interest. Topics can be introduced and referenced very effectively leaving more time for students to actually practice their English speaking.
Podcasts can also be a great way for f2f TEFL teacher to save his/her voice from overuse in class. The podcasts (especially videopodcasts) can also be used to expose students to different authentic, native, English accents in a "natural" environment (on screen) - vital if the student is to communicate effectively in the real world.
And of course, the podcasts and whole presentations can be uploaded to a site or blog for the students to access at will in their own time.
Problems/issues that the students may encounter accessing/using the podcast/keynotes are:
- many students don't have computers and so getting access to a computer can sometimes be a problem
- some students claim not to have much practice using a computer - which could in turn lead to problems/delays accessing files in their own time. [Though I tend to think that this "excuse" is used to explain why they haven't done homework/accessed the files etc.]
- in class, equipment may fail or be incompatible.
- as there is only a computer for the teacher in my classrooms, the students won't have accessibility problems/issues when viewing the podcasts in class.
---------------
My podcast for CA8.1 will open directly clicking on http://www.switchpod.com/users/jm4298/JoseMartelH808PodcastforCA81.mp3 or go to feed://www.switchpod.com/users/jm4298/feed.xml to choose the link from the 4 OU podcasts I've published there. The file is just under 6 minutes long and 5.3MB.
Transcript:
Hello and welcome. My name is Jose Martel and I'm a student on the open University's course H808 The Elearning Professional. This podcast is a requirement for Core Activity 8.1.
I will briefly talk, from a personal perspective, on some aspects and issues of student group-collaboration in an asynchronous forum, especially when different time zones are involved.
It might be helpful to hear something I wrote when participating in a group collaboration with students in a time zone 8 hours behind my own:
"Most of the time I felt isolated, working alone in a time zone 8 hours ahead of the rest of the group. I could only hope for replies to my comments towards the end of my day (from 4pm onwards), by that time I had often been working on the activity from 7am to 10am then gone to work for 7 hours and returned after 6pm. My comments seemed distant in time and thought by then. It was sometimes hard to keep an interest in my point of view when I had posted a reply 12 hours before and had moved on in thought, but then would have to go back to reply to the old thoughts that were still being dealt with by other members of the group. It is possible that rest of the group also found it bothersome having to allow for the my late replies."
Something else that can negatively affect group collaboration are time limits. For the group activity just mentioned we had one week to prepare for, discuss and produce the required result. Here's a related text I wrote at the time:
I often had the impression that the group as a whole wanted to complete the activity with, "the easiest/less problematic route being taken" [...] that their overriding concern was finishing the activity (and moving on). Perhaps the asynchronous forum with time constraints and the fact that members were/are strangers may have been contributing factors. The general consensus seemed to be to try to integrate as many ideas as possible, to make it an inclusive-[activity] (regardless of an unsatisfactory outcome).
At the time I felt strongly enough about the issue to post a forum message. Here's an excerpt:
I'd like to question whether these quickie group activities are useful enough to us to warrant the additional stress and opportunities for discord and even antipathy that they bring. Also, I think often the lack of clear leadership (coupled with lack of time) within the group will result in the easiest/less problematic route being taken or an "ok, whatever you think is best" or even an "ok, whatever" attitude. All/some group members may not express their true thoughts through lack of interest, a desire to accept anything just to move on, wanting to avoid even the slightest confrontation, wanting to feel part of the group, other.
There may not be a good opportunity for real discussion, especially if members are in distant time zones.
These group activities can merely emphasise how much some of us are not part of the group activity or H808 cohort. And at best (worst?) they may only help to form cliques.
I feel it's essential that teachers/tutors need to give clear instructions and be actively monitoring the forums in order to pick up on problems/guide/give advice in a timely manner. I wrote that:
Perhaps given more time, clearer guidelines and guidance, the activity could have been more successful. However, even with improvements of presentation, H808 does not seem to have students who are ideally placed to participate effectively in, and learn from, group activities.
That also questioned whether group activities carried out via online asynchronous forums by students (and in particular, students who have full-time professional occupations) who have little time or inclination to collaborate will provide good opportunities for learning. At the time I said that I thought there was little deep-learning being achieved.
To sum up:
Group collaborations using online asynchronous forums can be problematic. Some issues to bear in mind can be the danger of pronounced feelings of isolation students can feel, especially when additionally displaced by time zones.
The group should be given enough time to complete the activity without feeling too pressured into avoiding discussion in order to finish the task.
An issue not previously mentioned, could be the need to make sure that students (especially students who don't know each other well) understand that asynchronous forum dynamics require a more cautious approach to discussions and problem solving. Verbal and non-verbal aspects of face-to-face discussions/meetings are absent so the risk of misunderstandings is greatly increased. And the resultant need to clearly state and clarify points made can add additional stress to the situation.
This has been Jose Martel presenting a podcast for Core Activity 8.1 of the open University's course H808, The Elearning Professional. The podcast briefly outlined, from a personal perspective, some aspects and issues of student group-collaboration in an asynchronous forum, especially when different time zones are involved.
Thank you for listening.
Monday, 24 November 2008
Various definitions re elearning
24 Nov 2008, 12:40
Edited by Jose Martel Penate, 24 Nov 2008, 12:46
Visible to all Open University users
Definitions of "profession"
- "a paid occupation, esp. one that involves prolonged training and a formal qualification"
(Apple Dictionary Version 1.0.2 (1.0.2))
- “A profession is said to be an occupation with a crucial social function, requiring a high degree of skill and drawing on a systematic body of knowledge.” (Sockett, 1985:27 in Warrior 2002)
- "the teaching profession incorporates institutional and societal values, whilst a professional will add personal values" (Warrior 2002, p6)
- "quality and professionalism are inextricably linked" (Warrior 2002, p6)
My attempt at a definition of "profession"
- an occupation that requires formal education/training; is generally regarded as higher profile (white-collar?); the practice of which is, or can be, critical to the client at particular times in their life
Definitions of "professional"
- "professional"
- "a person engaged or qualified in a profession
- "a person engaged in a specified activity, esp. a sport or branch of the performing arts, as a main paid
occupation rather than as a pastime"
- "a person competent or skilled in a particular activity"
(Apple Dictionary Version 1.0.2 (1.0.2))
- "some form of regular employment which results in paid remuneration"
(Warrior 2002, p2)
- "Buncher and Stelling suggest that: “Professional identity can be defined as the perception of oneself as a professional and it is closely related to the knowledge and skills one has, the work one does and the work-related significant others or the reference group.”
(Buncher and Stelling, 1997, cited in Robson, 1998:586) " (Warrior 2002, p5)
- This implies that there is a degree of individual responsibility associated with being a professional.
(Warrior 2002, p6)
- "there is a degree of status and prestige associated with belonging to the education profession. There are generic features associated with the term professional."(Warrior 2002, p6)
My attempt at a definition of "professional" [so far I have:]
- a professional who has undertaken a successful, prolonged period of study/training and is recognised as being proficient to practice in their field. They will keep up to date in their field and advance the knowledge base of that field when possible. They act with "professionalism". [Yeah, and what's professionalism!]
My attempt at a definition of "elearning"
-
My attempt at a definition of "elearning professional"
-
- "learning"
- "the acquisition of knowledge or skills through experience, practice, or study, or by being taught"
(Apple Dictionary Version 1.0.2 (1.0.2))
References;
Warrior, B. (2002) ‘Reflections of an educational professional’ [online], Journal of
Hospitality, Leisure, Sport and Tourism Education, vol. 1, no 2. Available from:
http://www.heacademy.ac.uk/assets/hlst/documents/johlste/0030_warrior_vol1no2.pdf
(accessed 28 July 2008).
Sockett, H. (1985) Towards a Professional Code in Teaching. In P. Gordon (1985) Is Teaching a
Profession? University of London, Institute of Education, 26-43.
- "a paid occupation, esp. one that involves prolonged training and a formal qualification"
(Apple Dictionary Version 1.0.2 (1.0.2))
- “A profession is said to be an occupation with a crucial social function, requiring a high degree of skill and drawing on a systematic body of knowledge.” (Sockett, 1985:27 in Warrior 2002)
- "the teaching profession incorporates institutional and societal values, whilst a professional will add personal values" (Warrior 2002, p6)
- "quality and professionalism are inextricably linked" (Warrior 2002, p6)
My attempt at a definition of "profession"
- an occupation that requires formal education/training; is generally regarded as higher profile (white-collar?); the practice of which is, or can be, critical to the client at particular times in their life
Definitions of "professional"
- "professional"
- "a person engaged or qualified in a profession
- "a person engaged in a specified activity, esp. a sport or branch of the performing arts, as a main paid
occupation rather than as a pastime"
- "a person competent or skilled in a particular activity"
(Apple Dictionary Version 1.0.2 (1.0.2))
- "some form of regular employment which results in paid remuneration"
(Warrior 2002, p2)
- "Buncher and Stelling suggest that: “Professional identity can be defined as the perception of oneself as a professional and it is closely related to the knowledge and skills one has, the work one does and the work-related significant others or the reference group.”
(Buncher and Stelling, 1997, cited in Robson, 1998:586) " (Warrior 2002, p5)
- This implies that there is a degree of individual responsibility associated with being a professional.
(Warrior 2002, p6)
- "there is a degree of status and prestige associated with belonging to the education profession. There are generic features associated with the term professional."(Warrior 2002, p6)
My attempt at a definition of "professional" [so far I have:]
- a professional who has undertaken a successful, prolonged period of study/training and is recognised as being proficient to practice in their field. They will keep up to date in their field and advance the knowledge base of that field when possible. They act with "professionalism". [Yeah, and what's professionalism!]
My attempt at a definition of "elearning"
-
My attempt at a definition of "elearning professional"
-
- "learning"
- "the acquisition of knowledge or skills through experience, practice, or study, or by being taught"
(Apple Dictionary Version 1.0.2 (1.0.2))
References;
Warrior, B. (2002) ‘Reflections of an educational professional’ [online], Journal of
Hospitality, Leisure, Sport and Tourism Education, vol. 1, no 2. Available from:
http://www.heacademy.ac.uk/assets/hlst/documents/johlste/0030_warrior_vol1no2.pdf
(accessed 28 July 2008).
Sockett, H. (1985) Towards a Professional Code in Teaching. In P. Gordon (1985) Is Teaching a
Profession? University of London, Institute of Education, 26-43.
Thursday, 30 October 2008
Jose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08
30 Oct 2008, 12:48
Visible to all Open University users
Saturday, October 25th, 2008, 5:17 AMJose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08
Training or development
Title for training or development Jose-H808 - The eLearning professional - PDP Form (MyStuff) at 25-10-08
Organisation or provider OU
Type training course
From date 06/09/2008
To date 25/01/2009
Ongoing Ongoing
Actions and dates to action
Action / Date
Outcomes
Learning objectives
• Familiarise self with debate about learning objects including respositories, metadata and IMS standards
• Gain insight into guiding online discussions and key factors for developing online communities
• Try out more audio-visual tools such as Skype (eg Netmeeting)
• Familiarise self with a variety of models for elearning
• Gain further ideas for online activities and an awareness for situations where they would be appropriate
• Look into how sensitive and critical comments are given to others (students and tutors) in an online environment, improve own techniques
• Familiarise self with some of the research behind elearning
• Try out a selection of common elearning platforms
• Familiarise self with methods for tackling plagiarism and digital copyright issues
• Look into ways online games are used in learning
• Develop working knowledge of, and ability to effectively use, key elearning technologies (e.g. eportfolios, wikis, blogs, learning journals, etc.)
• Improve, and document, own Critical Personal Reflection
Skills and/or expertise developed
• First experience with:
- (Skills) an eportfolio: MyStuff (Ongoing)
producing eportfolio items
tagging items
filling out first Training and Development Form
- (Skills) electronically annotating a pdf file (Unit 3)
- (Skills) creating a Local Area Network (LAN) (Unit 3)
- (Skills) editing a wiki (Unit 4)
- (Skills) making and publishing a podcast (Unit 4)
- (Skills) adding subtitles to video (Unit 4)
- (Skills) using a mind-mapping tool: FreeMind (Unit 4)
- (Skills/Proactivity) producing HowTo guides (Unit 4)
- (Proactivity) attempting to lead, inform or otherwise motivate others in an elearning context (Ongoing)
• Continuing experience with:
- (Skills) using and publishing a blog (Ongoing)
- (Skills/Proactivity) using/collaborating in online forums (Ongoing)
- (Skills) editing video (Unit 4)
- (Reflection) critical self-reflection (Ongoing)
- (Critique) analysis and critique of the practice of others (Ongoing)
- (Proactivity) attempting to lead, inform or otherwise motivate others (Ongoing)
General
Notes A lot of the above taken from:
- Barritt, O. (2008) "MOADE - H808 The Elearning professional", shared MyStuff item, (accessed 25th October 2008)
- Open University, (2008) "H808-Assignment guide 2008.pdf", (accessed 3rd October 2008)
- Open University, (2008) "H808-Course-guide-08.pdf", (accessed 3rd October 2008)
- Stan, M. (2008) "Personal development Objectives for H808", shared MyStuff item, accessed 25th October 2008
Tagged with H808 . PDP . training and development . reflection . skills . proactivity . critique .
1 comments
Alan Clarke on Sunday, October 26th, 2008, 11:29 PM says (privately)
Hi Jose
A well presented and detailed plan - it is clearly ambitous in the range and scale of the objectives - however, it demonstrates enthusiasm and motivation. You have tried to identify skills and knowledge already acquired through the course amd acknowledge sources. A very good effort
Cheers
Alan
Friday, 24 October 2008
My daughter's now 3 months old
24 Oct 2008, 11:13
Edited by Jose Martel Penate, 24 Oct 2008, 11:14
Visible to all Open University users
I've just been looking through my blog searching for stuff for the TMA01 essays, and I reread my first post. In that post I mention that my daughter is 2 months old. It suddenly struck me that I've been keeping this blog for only a month! It seems so much longer...
I think I've lost much of the energy I had when I started - or perhaps I should say that the energy has changed. There was a kind of fun naivety in some of my posts, and now I tend to doggedly stick to the topic; a curious, inquisitive step has turned into a determined trudge.
Am I learning to act my age? In some ways I hope not. But I do think I'm learning to give the answers that are expected of me - instead of the ones I'd want to give. Does this mean I'm becoming more of a professional??
I think I've lost much of the energy I had when I started - or perhaps I should say that the energy has changed. There was a kind of fun naivety in some of my posts, and now I tend to doggedly stick to the topic; a curious, inquisitive step has turned into a determined trudge.
Am I learning to act my age? In some ways I hope not. But I do think I'm learning to give the answers that are expected of me - instead of the ones I'd want to give. Does this mean I'm becoming more of a professional??
Friday, 17 October 2008
My H808 podcast [CA4.1]
17 Oct 2008, 10:33
Visible to all Open University users
Jose's podcast
I've shared 24 seconds of video (a podcast) of my little baby daughter. The video should be viewable on Windows iTunes. If you don't have iTunes then you could try downloading a great free media player called VLC. It will play most formats you're likely to come across (http://www.videolan.org/vlc/).
http://media.switchpod.com//users/jm4298/forH808podcast.m4v
http://www.switchpod.com/users/jm4298/feed.xml
-----------------------------------------------------------
Saturday, 4 October 2008
:) :) :) I'm up to date !!!!!!!!!!!!!!!!!!!!
4 Oct 2008, 12:14
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:) :) :) I'm up to date !!!!!!!!!!!!!!!!!!!!
I'm finally up to date!!!
I've been pushing myself really hard and finally I got there!
My only concern is that my retention and reflection is poor (and thus the execution of the CAs). I'll see if I can review the material again soon to try to remedy that.
But,...I'M UP TO DATE!!!!!!!!!!!!!!!!!!!!!!
Very happy I've got here. Maybe tomorrow I can rest a bit... :)
I'm finally up to date!!!
I've been pushing myself really hard and finally I got there!
My only concern is that my retention and reflection is poor (and thus the execution of the CAs). I'll see if I can review the material again soon to try to remedy that.
But,...I'M UP TO DATE!!!!!!!!!!!!!!!!!!!!!!
Very happy I've got here. Maybe tomorrow I can rest a bit... :)
Jose Martel-H808-CA2.3-Reflection and learning-FINAL DRAFT
4 Oct 2008, 07:00
Visible to all Open University users
Jose Martel-H808-CA2.3-Reflection and learningOh dear, I have been pushing myself quite hard in an effort to catch up and be in a position to interact (in a timely manner) on the forums. But that has meant - as Agatha Christie's well known Belgium detective, Hercule Poirot, may have put it, "Mon amie, ze leetel graie cells, zay are in need of ze taim to cogitet!". Reflection benefits greatly from time (Moon, 2001); are we - paradoxically - learning quick time the virtues of careful reflection?
- Moon (2001) affirms that when it is assumed "that reflection has a valuable role to play in higher education", the curriculum designer should have a clear understanding of the desired reflective outcomes and how those outcomes should be brought about; this is especially so if the reflective activity is to be assessed. Moon comments that reflective learning has found particularly strong support in professional-education and development.
- I think it is common knowledge that some people (e.g. both teachers and students) are better at reflection than others (Moon, 2001). I take this to mean that the perception of a problem (on which to reflect) can be different from person to person. Some people perceive a particular problem and immediately "see" the solution - with no laboured reflection - while other people - with reference to the same problem - may need guidance and time to reflect. Moon (2001) points out that there are different types of reflection that may be more or less effective when applied to different situations. Within our learning context an "academic" reflective style - characterised by a higher level of structure, formality and depth - is the most suitable. This depth of reflection is enhanced when reflective dialogue and feedback is maintained between students, and students and teachers.
After reading Moon (2001) I now have a greater store of reflective techniques I can apply to situations or problems that arise. Both in a learning or a professional context, I would imagine that I would try to use techniques that seem/are most suitable. As to whether there is a qualitative difference between reflecting on professional practice and reflecting on learning, perhaps a difference could stem from the importance one ascribes to each reflective event.
- At the moment I type this, I think that writing may be the most practical way to reflect (and communicate reflection) on this course. Unless one is proficient in the use of the various electronic media that could be used (recording/editing/conversion/storage devices and types of image/sound/data files) then valuable time could be wasted in trying to produce reflections of a similar calibre to that which could be more immediately/readily produced via a pen and paper or keyboard. Of course, as already mentioned above, Moon (2001) indicates, that the time spent on the reflective activity is, itself, of great value, and so using unfamiliar media/devices can help provide the time factor - and also a new range of tools - with which to interact with/tackle the subject of our reflection. New/different tools can provide new/different approaches and insights, furthering and deepening our reflection. However, when time is a major constraint, one may opt for the familiarity and immediacy of text, eschewing the uncertainty of learning to use a new media sufficiently well (in the given time) to develop reflections of worth. Another concern that comes to mind is that other possible forms of recording reflection (camera, video, sound) are so, or too, immediate and perhaps not expressive or precise enough or lack a common language with which to guarantee communication of a particular reflection. The saying goes, "A picture is worth a thousand words", but can that apply to our postgraduate learning context where lack of time for reflection (and to prepare for reflection) is an important factor? The "picture" in question would need to be loaded with so much (viewer-perceptable) value that its conception and realisation could take substantially more time than simply sitting down at one's table to write. In an ideal world would I prefer to experiment with multimedia?...Yes. But the realities of my world are such that I think I may not venture far from the tried and trusted.
The above notwithstanding, I hope that the Open University (OU) eportfolio "MyStuff" will prove to be a valuable resource for providing structure to the powers of reflection I have developed over the years, as well as to help produce alternative reflections to those that I may now take for granted.
In my opinion, the OU's Blog and Wiki could be valuable community platforms and resources, but I think the nature of study in the OU may limit their effectiveness beyond the minimum course requirement for use and interaction. At the moment I feel that the OU Forums are the only place with the sufficient sense of community for effective, reflective interaction to occur.
References:
Moon, J. (2001) ‘PDP working paper 4: reflection in higher education learning’ [online], The Higher Education Academy. Available from:
http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id72_Reflection_in_Higher_Education_Learning.rtf (accessed 29 June 2007).
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.
Saturday, 27 September 2008
Attempted focused musing and rumination
27 Sep 2008, 22:53
Edited by Jose Martel Penate, 27 Sep 2008, 23:01
Visible to all Open University users
Do we need to prove something in our messages to each other?Do any of us (students) want a sense of community? Or is it enough to simply comply with the course requirement to communicate with each other, since it seems that many of us have little in common and have no need, or desire, to befriend our "peers". When I talk about blogs I keep referring to a sense of community, but we're not here for community, we're here to learn/get a qualification.
Does professionalism breed contempt?
Does the use of 'professionalese' promote an increasing intectuallisation of our OU environment and manner, intelectuallisation that some of us need to in order to pass this course?
One of my first contributions to the forums was an attack on professional-elitism. However, now some days later, I'm wondering whether a professional can be anything but an elitist. And it's a fact that academia does have its requirements for precise language use - a precision that does make sense to me.
Hmmmm...Ok, maybe I should think about things that are more relevant to the actual course...
Friday, 26 September 2008
Belt and braces
26 Sep 2008, 04:12
Edited by Jose Martel Penate, 26 Sep 2008, 04:17
Visible to all Open University users
A couple of days ago I learnt how to make notes on pdfs
Over the years I've come to gradually accept technology more and more in my learning
From outright hostility
To a willingness to at least try
Moving through trust and
Ultimately
Reliance on technology
When IT works it's great
When it doesn't work it's essential to have a backup
Of your both your info and
Of your study methods
I keep pen and paper handy
Over the years I've come to gradually accept technology more and more in my learning
From outright hostility
To a willingness to at least try
Moving through trust and
Ultimately
Reliance on technology
When IT works it's great
When it doesn't work it's essential to have a backup
Of your both your info and
Of your study methods
I keep pen and paper handy
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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