混合式课堂教学设计 (38).pdf

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1、BOLT Learning Innovation Plan final draft 1.What is your learning and teaching context?Im teaching an English for Academic Purposes course called Advanced English for University Studies(AEUS)where the main outcomes are for the students to plan,research and write a position argument essay.The subject

2、 of the essay has to be a debatable issue of concern to society.Students then have to present and justify their views effectively in a mini oral defence.There are three assessments on the course,a draft position essay(weighting 20%),a final position essay(weighting 45%)and an oral defence of the fin

3、al position essay(weighting 35%).The course lasts 13 weeks and is worth 3 credits.The class where Im going to apply my LIP consists of 13 first year students taking AEUS as a compulsory subject.Motivation among such students tends to be extrinsic whereby the goal is to pass the three assessments and

4、 get a good grade towards their GPA.The students have a reasonable level of computer competency and some experience of educational technologies from their courses in the first term of 2015/16.Although competent with technology,students are generally reluctant to make posts or do anything except comp

5、lete obligatory online exercises when not engaged in F2F.The classroom for F2F is equipped with video and audio equipment,a computer,screen,projector,and visualiser.The focus of the Learning Innovation will be to prepare students for the oral defence of their final position essay,which takes place i

6、n Week 13,the last week of term.The oral defence is conducted in groups of 3 or 4 students.It comprises a 5-minute thesis defence followed by a 4-minute Q&A session for each student.The quality and depth of the questions asked in the Q&A session will be assessed as part of the content criterion for

7、this assessment.After each student in the group has presented,there will be 5 minutes(4 minutes for groups of 3)of free discussion on the wider implications of the topics and views presented.The discussion will be motivated by one question from the teacher.Thus,to be ready for the defence,students w

8、ill have to understand what they are expected to do.They will have to practice what they are going to say about their own work.They will also have to have read and commented on the essays from other members of their group and prepared some questions to ask in the Q&A session.Input for the Learning I

9、nnovation will be formation of groups for the oral defence and the uploading of final position essays among the groups.There will also be F2F input on giving an oral defence,F2F input on evaluating others work and giving written and verbal feedback,and F2F input on asking higher-order questions(with

10、 reference to the cognitive domain of Blooms Taxonomy).Note that all input and practice for the actual writing of a draft and final position essay will have been delivered previously F2F.2.What is the rationale behind your Learning Innovation?2.1 Educational considerations Materials for AEUS are on

11、Moodle and students can upload their final position essays through ePortfolio.This platform allows students to showcase their work and interact with one another through a chat function.Students would be able to interact in their own time,evaluating and commenting on the work of their group members.T

12、hey would be responsible for their own learning.The students would demonstrate an ability to use a discussion type forum to interact with peers.The students would gain an awareness of the topics and arguments of their group members position essays.The benefit of participating would be greater prepar

13、edness for the oral defence,both individually and as a group.At tertiary level,students need to demonstrate that they can communicate with their teacher in a formal and organized manner.Thus students will post their Q&A session questions to the teacher(three questions per each essay),also on ePortfo

14、lio.The questions should demonstrate an understanding of a theory of mastery learning(Blooms Taxonomy),and an understanding of the essays written by other students in the group.The teacher will grade their questions according to whether they are appropriate and whether they match the questioning tec

15、hnique and level of difficulty he specified with reference to the cognitive domain of Blooms Taxonomy(level 4 Analyse,level 5 Evaluate and level 6 Create).In the student materials there is a quiz(without answers)which could be conducted through Kahoot on their smartphones.This will check understandi

16、ng of the objectives,procedures and requirements for the oral defence.It will create an understanding of the criteria by which a students oral defence will be assessed.Students learn through short videos.There is a sample oral defence in the student materials.Students can evaluate and comment on per

17、formance in this video and thus raise their awareness of what is needed for a successful oral defence.2.2 Personal considerations and time constraints When Ive taught AEUS in the past Ive simply collected the final position essays from Turnitin and made hard copies to distribute in class.I havent ha

18、d students respond to their peers or their teacher online and I havent got them to react to course input online either.This denies students the opportunity to explore online learning and they havent been encouraged to upload and display their work(confidence building).It denies students(and the teac

19、her)practice in using discussion type forums.As well as adding to the online learning experience of both teacher and students,this innovation will overcome some practical constraints.The course is 13 weeks of F2F but this particular class potentially have only 11 weeks.This is because F2F is on Mond

20、ay and there are two public holidays which fall on a Monday this term.Physical make-up classes are often hard to arrange due to a variety of factors.A possible scenario is that my LIP students will have no chance to see each other from 21 March,when they turn in their final position essay,until 11 A

21、pril when they have to give their oral defence.Through an asynchronous forum conducted in Week 10,students will have ample opportunity to catch up with my other AEUS classes,which do not fall on a Monday.3.What are the Intended Learning Outcomes of your Learning Innovation?As a result of this learni

22、ng innovation,my AEUS students should be able to:-Demonstrate a clear understanding of the requirements of their Oral Defence assessment.-Recognize how online discussion type forums can enable them to prepare for assessments.-Become familiar with one of Blooms three hierarchical models(the cognitive

23、 domain)to classify educational learning objectives into levels of complexity and mastery.-Evaluate position essays and a sample oral defence performance in a constructive way.-Show that they are able to take responsibility for their own learning,and interact effectively and appropriately with their

24、 peers and teacher.-Complete course requirements by showcasing work and commenting on others work through ePortfolio.4.Describe your Learning Innovation In Week 6(22 February)students form a research group of 3/4 students.In my LIP class there will be three groups of 3 and one group of 4.Students wi

25、ll upload their draft position essay(assessment 1)onto ePortfolio.They aim is to check that students can use ePortfolio(i.e.they can see each others work and they can comment on each others work).F2F input will be given on responding critically to feedback.Tips for giving and responding to feedback

26、will be based on course materials and the students draft position essays.The students get practice in giving and receiving constructive criticism.Hard copies of assessment 1 will be on hand in case of technical difficulties.In Week 9(14 March)students will study course materials explaining the proce

27、dures and requirements for the oral defence.This will be F2F.Understanding will be checked through a Kahoots quiz.For homework,students will watch a sample oral defence and evaluate the performance by posting comments on ePortfolio.In Week 10(21 March)students will study Blooms model of the cognitiv

28、e domain to understand the type of questions they will be expected to ask peers in an oral defence.This will be F2F.In Week 10(21 March)students upload their final position essay to ePortfolio.Students have two weeks to respond to the work of other members of their group.They will write a minimum of

29、 three comments to critically evaluate each others work on the discussion forum.The students will submit three Q&A session questions to the teacher,also via ePortfolio.In Week 12(date to be confirmed on 14 March)I intend to offer a short make-up class to give students a chance to practice speaking o

30、ut loud,and a chance to develop effective body language,for their oral defence in Week 13.5.Learning Support As noted above,students will get F2F instruction and practice in using ePortfolio upload and chat functions before applying themselves to the online oral defence exercises.The students will r

31、eceive F2F instruction regarding the procedures and requirements of the oral defence.The students will receive F2F instruction of the necessary theoretical knowledge related to critical thinking and evaluation of position arguments.The teacher will comment on the Q&A questions submitted by the stude

32、nts.He will monitor the online work and discussions to check input and give direction where necessary.It is expected that as the students in this group are getting less F2F time than other classes doing the same course they will adhere to the work requirements I set.The students have access to information about ePortfolio at http:/eportfolio.elc.polyu.edu.hk and there is a helpline at eportfolioelc.polyu.edu.hk The students know my email address and room number if they are facing any other kinds of difficulties related to this LIP.