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Semelhante a HASALD: Learner autonomy and the role of technology
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HASALD: Learner autonomy and the role of technology
- 1. Learner autonomy and the role of technology TDG Project 6000302: Christoph Hafner, Lindsay Miller, Richard Kong, Connie Ng http://www1.english.cityu.edu.hk/acadlit
- 7. Student video Click here to view video
- 8. Action taken
- 11. Observation
- 23. Way ahead
Notas do Editor
- This aim of this project was to engage science students in the making of scientific documentaries as part of a digital video project.
- The course we focused on is an English language course for BCH and maths students, which focuses on disciplinary English in scientific contexts - e.g. how to present (both orally and in writing) a scientific report with a typical IMRD structure and what lexical and grammatical resources to draw on for different parts of such a report.
- To serve these aims, the course was structured around an English for Science project, which engaged students in conducting a simple, quasi-scientific investigation, involving the formulation of a hypothesis, carrying out of an experimental procedure, recording of data, presentation and discussion of findings. Students worked in groups to carry out the experiment and orally present their findings, and then worked individually to write up the same experiment as a kind of scientific report.
- In their private lives, students' experience of reading and writing is increasingly moving away from traditional conceptions of literacy, towards new literacy practices which emphasize multimedia and participation in globalized online communities. As teachers of English literacy, how do we prepare students for this multimodal and participatory world? Academic faculty in the BCH department point out that students need assistance with their spoken English, especially when giving presentations, but at the same time, the development of spoken language competence requires sustained effort. How can we motivate students to reflect on and improve their spoken language abilities? In order to respond to these questions, we extended the existing project-based learning methodology used on the course. This was done by changing the oral presentation in the course from a typical classroom oral presentation (i.e. with PPT etc) to a more innovative, and some would say, more current form: a multimedia scientific documentary, which used video to document the English for Science project and its experiment.
- This was supported by a number of technological tools: [Insert Figure 1 from Fostering Autonomy paper about here] For different stages of the project, students used different technological tools to carry out the project, e.g. the Internet for gathering and evaluating information, DV cameras and editing tools for shooting and editing, YouTube channel and blog for sharing their videos with the rest of the class. All of these different stages were also scaffolded by in-class activities, and we closely monitored students' progress on what was a very complex project. Thus students were given deadlines to meet (week 4 data collection done, week 5 script done), and were encouraged to think about their collaboration in terms of the different specialist roles that they could adopt (e.g. researcher, script-writer, director, editor). Importantly, all students were required to perform the role of a presenter in the video, meaning that all students were forced to practice presentation skills, the main aim of the assignment.
- I am just going to focus on a few key findings here, from questionnaire and from focus group