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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So <strong>in</strong> this way participants move from more practical applications of blended learn<strong>in</strong>g<br />
towards the more theoretical exploration of the background. This gives participants<br />
the opportunity to approach <strong>and</strong> reflect on theory with a firm background <strong>in</strong><br />
classroom practice.<br />
Teach<strong>in</strong>g methodology<br />
There is a mixture of methods, approaches <strong>and</strong> beliefs that underp<strong>in</strong> the<br />
development of the course. In some ways the course takes a ‘flipped’ approach to<br />
teacher development with the <strong>in</strong>itial onl<strong>in</strong>e course push<strong>in</strong>g teachers to complete<br />
tasks <strong>and</strong> <strong>in</strong>teract <strong>in</strong> a very <strong>in</strong>dependent way <strong>and</strong> prepare themselves <strong>and</strong> lay the<br />
groundwork for the more practical aspects of the face-to-face element of the course.<br />
The core content of the onl<strong>in</strong>e course is based around units conta<strong>in</strong><strong>in</strong>g active<br />
learn<strong>in</strong>g tasks. Unlike many teacher development tasks, these are not simply read<strong>in</strong>g<br />
or view<strong>in</strong>g tasks but they call upon the participants to engage with the materials, try<br />
to apply what they are learn<strong>in</strong>g with<strong>in</strong> the context they work <strong>and</strong> to reflect <strong>and</strong> share<br />
their reflections with their peer group.<br />
Instead of recommended core texts, the core content of the course <strong>in</strong>cludes a<br />
wide range of onl<strong>in</strong>e reference materials, but this material is approached <strong>in</strong> a<br />
non-prescriptive way. The range of references <strong>and</strong> recommended read<strong>in</strong>g draws<br />
on ELT websites, blogs <strong>and</strong> onl<strong>in</strong>e resource sites as well as onl<strong>in</strong>e journals.<br />
Participants are encouraged through directed read<strong>in</strong>g to critically evaluate what they<br />
read <strong>and</strong> assess its relevance to their own context <strong>and</strong> aga<strong>in</strong> share their reflections<br />
with their peers with<strong>in</strong> discussion forums. The aim of this approach is to develop a<br />
more <strong>in</strong>clusive but critical approach to onl<strong>in</strong>e published literature. This is especially<br />
important <strong>in</strong> such a fast-mov<strong>in</strong>g field where traditional paper-based read<strong>in</strong>g sources<br />
are often out of date by the time they are published <strong>and</strong> practitioners need to rely<br />
more heavily on less established <strong>and</strong> authoritative sources of <strong>in</strong>formation.<br />
With<strong>in</strong> the core onl<strong>in</strong>e course tasks participants are encouraged to develop the k<strong>in</strong>ds<br />
of digital literacy skills <strong>and</strong> digital study skills that their own students would need to be<br />
successful onl<strong>in</strong>e learners. Many of the tasks focus on help<strong>in</strong>g participants to develop<br />
sound <strong>in</strong>formation management <strong>and</strong> knowledge shar<strong>in</strong>g strategies facilitated by onl<strong>in</strong>e<br />
tools such as RSS readers, social bookmark<strong>in</strong>g <strong>and</strong> micro-blogg<strong>in</strong>g platforms.<br />
RSS (really simple syndication) is a common but underused technology which<br />
allows visitors to subscribe to web-based content us<strong>in</strong>g a ‘reader’. The reader is a<br />
personalised web page which pulls <strong>in</strong> content from the sites the user subscribes to.<br />
In this way the user can have content from tens or even hundreds of different websites<br />
delivered to their own personal web page. This helps to keep them <strong>in</strong>formed of any<br />
new content or research with<strong>in</strong> their field without them hav<strong>in</strong>g to constantly waste time<br />
search<strong>in</strong>g the <strong>in</strong>ternet <strong>and</strong> check<strong>in</strong>g sites <strong>in</strong>dividually, although the efficiency of this<br />
process depends very much on their ability to identify useful credible sources.<br />
Social bookmark<strong>in</strong>g allows users to store <strong>and</strong> retrieve any l<strong>in</strong>ks to useful onl<strong>in</strong>e<br />
articles or resources they f<strong>in</strong>d. This process is slightly different from normal<br />
68 | A blended learn<strong>in</strong>g teacher development course