1. Presenter: Cindy

3. Autonomy, learner independence, self-
direction, self-management
Oxford (2003) presents a model of autonomy
Technical perspective—focus on physical situation
Psychological perspective—focus on
characteristics of learners
Sociocultural perspective—focus on mediated
learning
Political-critical perspective—focus on ideologies,
access, and power structure

4. Setting. Benson’s (2001) and Candy’s (1991) texts
provide comprehensive looks at establishing
self-directed learning settings with a focus on adult
learning.
Learning styles and strategies. The ability to
address multiple learning styles has long been cited
as an advantage of using multimedia in language
teaching and learning, from early work by
Smith (1989) to current CALL overviews, such as
those offered by Meskill (2002) and Egbert (2005).
Age. Younger learners can also engage in
autonomous learning, e.g., Dam (1995).

5. Classroom Observation: Student Autonomy
http://www.youtube.com/watch?v=ndXMIUFdqIY
Oscar, a 5th grade student, leads the class in a
variety of learning activities.
Examples include checking homework, whole
class discussions, reviewing student work,
reading groups (reciprocal teaching), singing,
peer review, spelling tests, and more.

6. Individual vs. group work.
-- Steven (2006) emphasizes the role of technology in
creating and sustaining communities of practice in
English language learning.
-- Ts can exploit software to create opportunities for
pair and group work. Research has indicated that the
task, not the technology, enhances or inhibits
extended discussion at the computer (Abraham &
Liou, 1991; Piper, 1986).
Control and the locus power. Although not everyone
may want to be immersed in technology, knowledge
about and access to technology are a source of power
in today’s world.

7. Table 25-1. Settings for Self-Directed Learning

8. With fast, reliable connections, learners can take
advantage of real-time, synchronous interaction
with multiuser object-oriented domains (MOOs),
chat http://www.edweek.org/ew/events/chats/2012/04/09/index.html?intc=EW-TC12-LNAV,
and instant message (Windows Live Messenger).
Learners can also use the delayed interaction,
asynchronous mode of e-mail for peer review of
writing and project work, an option that is
especially useful for those whose partners are in
different time zones.

9. Self motivation. Having a public venue for one’s
work, such as a Web site, blog, or podcast, provides
a sense of accomplishment that can further
enhance learner motivation.
Independent style. When learners can make a
choice based on their level, thus having an element
of control, learning is enhanced (Goforth, 1994).
Self knowledge. Learners given advice about their
level of knowledge will practice for a more
appropriate time than if they do not have
feedback.
Technology and barriers. Pair work and prompt
assistance

10. Vygotsky’s (1934, 1986) ZPD and other social
constructivists (e.g., Walker & Lambert, 1885)
emphasize the need for interpersonal interaction
to enhance learning.
Wenger’s (1998) mutuality in the communities of
practice
-- Ts and Ss need to know how to use computer-
based tools to support community functions.
The WebQuest Page http://webquest.org/ has scores of
models for Ts and Ss to use in designing projects
collaboratively.

11. Autonomous learning can fit well with elements of
critical pedagogy, which calls for learning
environments that help learners become more
self-aware, take more control over their own
learning, and achieve their personal goals.
Technology can enable broader perspectives and a
shift in the locus of power.

12. As Ts, we cannot create autonomy in learners, but
we can do our best to think about the technical,
psychological, sociocultural, and political aspects of
learning (Oxford, 2003), and how CALL can be used
to enable and enhance a learning environment
conductive to autonomy.

14. Virtual environments (VEs)
A VE is a computer-generated environment that
stimulates or produces key aspects of external
realities in which people communicate.

15. Text based
By the late 1980s, simulation games were
in a period of transition from text to multimedia VEs,
which added graphical element to represent the
setting of the simulation, objects, and so on, thus
improving functional reality for participants.

16. QuickTime Virtual Reality (QTVR)
 Fish-eye Lens Support and HTML Virtual Tour -
Autodesk Stitcher Unlimited
http://www.youtube.com/watch?v=jcQFQRsUEvE
This video demonstrates how to use Autodesk
Stitcher Unlimited to create a full spherical
interactive QTVR movie for the Web, using a set of
fish-eye images.

17. Institute for Information Industry

18. Multiuser virtual environment and world (MVW)
The MVW online creates reality of function by
simulating the key aspects of external realities
in which people communicate.
Second Life (SL) is an online community that provides
users with an immersive 3D environment.
E.g., Versailles in Second Life! http://goo.gl/TMy12
SL is interesting for second language educators
because it gives users the opportunity to interact as if
they were immersed in an English-speaking
environment.
Online role-playing games (MMORPGs) http://www.mmorpg.com/

19. The designer-educator must have the technical
ability to custom-design the environment.
Having a persistent identity and access to
significant features of online virtual worlds requires
a subscription fee.
Busy educator rarely have enough time in designing
simulated environments.

20. As long as learners receive appropriate sensory
input in parallel to the sound of speech or text,
they will be able to learn new ways to
communicate.

21. Do you have any learning experiences in virtual
environments? If yes, what are the strengthens
and weakness?

23. Term: blended learning, flexible learning,
e-learning, hybrid learning, mixed learning,
combined resource learning
Definition: Blended instructional methods using
traditional resources, online technology, and
multimedia tools for learning purposes.
Components (see Table 27-1)
E.g., physical classroom, Web-based courses,
online chat tools

24. The following guidelines should help Ts in
choosing the right blend:
(1) Provide opportunities for collaboration.
(2) Provide the learning content (e.g., syllabus,
lessons) in all the different media types to be
used (online and offline).
(3) Provide learner support (e.g., how-to’s,
guidelines).
(4) Understand all the types of technologies that
can deliver learning.
(5) Provide feedback and opportunities for learner
self-assessment.

25. Flexibility (Clark, 2003)
Use free online learning environments (OLEs)
outside the classroom, ubiquitous learning,
e.g., Moodle, Yahoo! Groups.
Teacher’s role:
-- instructional design and the media mix.
-- how best to combine the different means or
learning styles, including age, gender, cultural
differences.

26. Technology-enhanced learning environments
base on constructive learning theory (Severy &
Dufy, 1995).
 Learning …
is an active and engaged process.
is a process of constructing knowledge.
functions at a metacognitive level.
involves social negotiation.

27. To support meaningful learning and to engage
Ss in active, constructive, intentional, authentic,
and cooperative learning (Jonassen, Peck, &
Wilson, 1999)

28. To examine the traditional and online
components available and the needed tools.
Tasks: a paper report and a digital photo story
The use of interactive technologies (e-mail, instant
message, synchronous/asynchronous chat) is
creating the range of learning outcomes achievable
through learner support (Thorpe, 2003).

29. Peer-to-Peer Learning in Hybrid (Blended) Courses
http://www.youtube.com/watch?v=so0y0rBgDIY
Hybrid (or blended) learning incorporates many of the
same teaching methods as traditional classroom learning.
In this film, Thesys International provides a brief
introduction to how the Peer to Peer Learning Method
can work in Hybrid Learning.

30. Cognitive: Materials and learning resources
systematically delivered online through OLEs or
web pages can support and develop learning.
Affective: Ss’ self-esteem ad commitment to the
course by providing a supportive learning
environment.
Systemic: Ss find systematic and effective
management and relay of information
(e.g., syllabus, course requirements, tasks)
easy to learn, use, and understand (Tait, 2000).

31. An effective activity provides learners the opportunity to
choose….
which strategy to use, which resources to use (e.g.,
readings, online videos), and how to carry out the tasks
independently or in groups (e.g., organizing oral
presentations, writing scripts, filming)
Learner autonomy can be fostered if Ts are willing to give
them freedom to exercise it, while Ts still offer sufficient
guidance to make task completion possible (see Robb,
2006).
E.g., a rubric that detailed what was expected and posted
it to the class blog for easy reference (Yeh, 2005, 2006).

32. Using blogs and online word processors in
research writing
Using digital videos and podcasting in speech
training class
Video recording of Ss’ speeches can significantly
enhance post-performance feedback and
provide learners with the chance to reflect upon
their errors and progress (Tsutsui, 2004).

33. Suggestions for good practice of blended
learning teachers, guest speakers, and Ss for an online
Invite
chat activity from professional organizations or
online communities
Use Greenwich Mean Time (GTM) as basis for time
convention and send reminders
Test software or hardware ahead of time
Provide learner support and Web links outside of
class
Remind Ss to jot down user names and passwords
Reserve the computer lab
Only password-protected secure sites should be
used

34. Blended activity can create optimal environment
that increases Ss’ level of self-awareness and
boosts their motivation.
The application of multimedia and online tools
provides Ss with resources for creating their own
presentation materials, thus enhancing learner
autonomy and reflective, mindful involvement in
authentic tasks with authentic audiences.

35. Can you think of an activity of blended learning
components (see Table 27-1) and brainstorm
possible technical problems.

36. New technology obviously needs thoughtful
introduction into classrooms. Ts use technology to
facilitate teaching and Ss’ language learning, but be
cautious not to be driven by the technology.
Learning autonomy rather than teacher control
Strengthen my belief in integrating technology in
teaching even though there are some challenges and
difficulties.

37. Presenter: Cindy