Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
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■■ Includ<strong>in</strong>g later units on, for example, productive skills <strong>and</strong> professional<br />
development, which mirror the broad sequence followed by many face-to-face<br />
CELTA courses.<br />
To try to replicate the stimulus <strong>and</strong> energy that are familiar <strong>and</strong> important elements<br />
on a face-to-face course, the various forums play an essential part <strong>and</strong> these<br />
will be discussed below. The good models that tra<strong>in</strong>ees usually receive through<br />
demonstration lessons on face-to-face courses take the form of recorded lessons<br />
with a teacher <strong>and</strong> a group of students, which are threaded through the <strong>in</strong>itial units.<br />
The onl<strong>in</strong>e course tutor (OCT) on the pilot course overcame <strong>in</strong>itial reservations<br />
about the lack of live models from tra<strong>in</strong>ers, realis<strong>in</strong>g that ‘video clips show authentic<br />
teach<strong>in</strong>g you don’t get <strong>in</strong> the <strong>in</strong>put room’ (Paton <strong>and</strong> Rea, 2012).<br />
Whilst the distribution of the course elements above rema<strong>in</strong>s fixed, centres runn<strong>in</strong>g<br />
the course are able to customise the timetable to meet their local needs with<strong>in</strong><br />
certa<strong>in</strong> parameters (<strong>and</strong> subject to approval from Cambridge ESOL), determ<strong>in</strong><strong>in</strong>g,<br />
for example, over how many weeks the course is run or when teach<strong>in</strong>g practice will<br />
take place. The onl<strong>in</strong>e course units, video observations, onl<strong>in</strong>e collaborative tasks<br />
<strong>and</strong> assignments rema<strong>in</strong> fixed. At IH London the course is run over 13 weeks <strong>and</strong><br />
the quality assurance is equal to the face-to-face model <strong>in</strong> terms of assessment of<br />
the course. The assessment by a Cambridge external assessor is exactly the same<br />
regard<strong>in</strong>g scrut<strong>in</strong>y of course documents, portfolios (<strong>in</strong> this case <strong>in</strong> onl<strong>in</strong>e format)<br />
<strong>and</strong> observ<strong>in</strong>g live teach<strong>in</strong>g practice with group feedback. The grad<strong>in</strong>g meet<strong>in</strong>g that<br />
customarily takes place dur<strong>in</strong>g the assessor’s visit is done via conference call with<br />
the tutors.<br />
There is an OCT who manages the progress of tra<strong>in</strong>ees through the onl<strong>in</strong>e components<br />
of the course, <strong>and</strong> a m<strong>in</strong>imum of two different teach<strong>in</strong>g practice tutors (TPT), one of<br />
whom can be the OCT, who manage the face-to-face components. The OCT must be<br />
approved by Cambridge ESOL <strong>and</strong> have a qualification/experience <strong>in</strong> e-moderat<strong>in</strong>g.<br />
The OCT may be based at the centre where the course is run or, if not also adopt<strong>in</strong>g<br />
the role of TPT, may work on the course at distance from anywhere <strong>in</strong> the world.<br />
114 | The Cambridge CELTA course onl<strong>in</strong>e