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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ookmark<strong>in</strong>g because social bookmark<strong>in</strong>g sites allow users to share their<br />
bookmarks with other groups or site users. Us<strong>in</strong>g this technology with<strong>in</strong> the course<br />
allows participants to work <strong>in</strong> research groups to collaborate <strong>in</strong> discover<strong>in</strong>g useful<br />
resources <strong>and</strong> <strong>in</strong>formation. This forms a strong model for the k<strong>in</strong>ds of study skills <strong>and</strong><br />
practices they need to encourage with<strong>in</strong> their own classes.<br />
Micro-blogg<strong>in</strong>g platforms such as Twitter enable users to build global <strong>in</strong>formation<br />
shar<strong>in</strong>g networks. Tra<strong>in</strong><strong>in</strong>g participants to use these k<strong>in</strong>ds of platforms dur<strong>in</strong>g the<br />
course enables them to reach out beyond their course cohort <strong>and</strong> exp<strong>and</strong> the scope<br />
of their research, collaboration <strong>and</strong> learn<strong>in</strong>g <strong>in</strong>to the global ELT community, not only<br />
for the duration of the course, but to help them to susta<strong>in</strong> learn<strong>in</strong>g after the course<br />
is completed.<br />
The socially <strong>in</strong>teractive nature of the tasks is designed to promote the connectivist<br />
aspects of peer-to-peer learn<strong>in</strong>g with<strong>in</strong> the onl<strong>in</strong>e community. Some of the ma<strong>in</strong><br />
pr<strong>in</strong>ciples of connectivism outl<strong>in</strong>ed by Siemens (2004) <strong>in</strong> his essay ‘A <strong>Learn<strong>in</strong>g</strong><br />
Theory for the Digital Age’ are that: ‘<strong>Learn<strong>in</strong>g</strong> <strong>and</strong> knowledge rests <strong>in</strong> diversity of<br />
op<strong>in</strong>ions. <strong>Learn<strong>in</strong>g</strong> is a process of connect<strong>in</strong>g specialized nodes or <strong>in</strong>formation<br />
sources. Nurtur<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g connections is needed to facilitate cont<strong>in</strong>ual<br />
learn<strong>in</strong>g.’ So the focus is very much pushed towards build<strong>in</strong>g an onl<strong>in</strong>e community of<br />
practice that works with m<strong>in</strong>imal tutor support us<strong>in</strong>g the tools previously mentioned.<br />
Creat<strong>in</strong>g the <strong>in</strong>itial element of the course onl<strong>in</strong>e enabled the <strong>in</strong>tegration of a number<br />
of web-based Web 2.0 type social tools as well as much greater <strong>in</strong>tegration of social<br />
network<strong>in</strong>g, collaborative creative tasks <strong>and</strong> multimedia elements with<strong>in</strong> the course.<br />
Overall the course is a form of ‘loop <strong>in</strong>put’, a ‘style of experiential teacher<br />
tra<strong>in</strong><strong>in</strong>g process that <strong>in</strong>volves an alignment of the process <strong>and</strong> content of learn<strong>in</strong>g’<br />
(Woodward, 2003), <strong>in</strong> that a blended learn<strong>in</strong>g course is be<strong>in</strong>g used to develop<br />
underst<strong>and</strong><strong>in</strong>g of blended learn<strong>in</strong>g approaches <strong>and</strong> methods based around content<br />
focused on blended learn<strong>in</strong>g methodology. This gives participants experiences<br />
similar to those their students will have as learners.<br />
Us<strong>in</strong>g an onl<strong>in</strong>e medium <strong>in</strong> this way as part of the blended learn<strong>in</strong>g course gave<br />
participants some genu<strong>in</strong>e experience of onl<strong>in</strong>e learn<strong>in</strong>g on which they could then<br />
reflect. This genu<strong>in</strong>e experience of learn<strong>in</strong>g through an onl<strong>in</strong>e medium <strong>and</strong> all the<br />
issues that emerge through it helps teachers to underst<strong>and</strong> the strengths <strong>and</strong><br />
limitations of the medium <strong>in</strong> a way that could not be achieved <strong>in</strong> the face-to-face<br />
classroom alone.<br />
<strong>Blended</strong> benefits<br />
The overall advantages of tak<strong>in</strong>g a blended learn<strong>in</strong>g approach to the course as<br />
opposed to do<strong>in</strong>g the course completely face-to-face are many. The greatest<br />
advantage is that hav<strong>in</strong>g considerable parts of the course onl<strong>in</strong>e enables us to<br />
extend the period of learn<strong>in</strong>g over a far greater timescale than would be possible<br />
with face-to-face teach<strong>in</strong>g. This means that teachers have more time to develop<br />
<strong>and</strong> absorb the materials they are study<strong>in</strong>g. It also enables the teachers to learn <strong>in</strong><br />
their own teach<strong>in</strong>g context, try th<strong>in</strong>gs out with their own students <strong>and</strong> ga<strong>in</strong> genu<strong>in</strong>e<br />
A blended learn<strong>in</strong>g teacher development course | 69