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An Experience with Semivirtual courses on Reading Comprehension

Unidad académica: Escuela de Educación Facultad: Centro de Lenguas Profesor: Jorge Villegas A . E – mail: jorge.villegas@upb.edu.co. An Experience with Semivirtual courses on Reading Comprehension. Action Research Report UPB, 2005. Unidad académica: Escuela de Educación

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An Experience with Semivirtual courses on Reading Comprehension

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  1. Unidad académica: Escuela de Educación Facultad: Centro de Lenguas Profesor:Jorge Villegas A. E – mail:jorge.villegas@upb.edu.co An Experience with Semivirtual courses on Reading Comprehension Action Research Report UPB, 2005

  2. Unidad académica: Escuela de Educación Facultad: Centro de Lenguas Profesor:Jorge Villegas A. E – mail:jorge.villegas@upb.edu.co Jorge Villegas A., TEFL Specialist from Universidad Pontificia Bolivariana, Associate teacher at the Language Center - UPB. Previous presentations on Computer Assisted Language Learning related topics at ELT conferences; ASOCOPI 39th conference, Santa Marta, 2004; Jornadas del Maestro Investigador 2003-2005, UPB; I Congreso Internacional sobre soluciones CALL, EAFIT, Medellín, 2004; I ACT languages, Cali, 2005. An Experience with Semivirtual courses on Reading Comprehension

  3. An Experience with Semivirtual courses on Reading Comprehension Keystones • The Dearing Report (1997) searched for “the promise for improving the quality, flexibility, and effectiveness of higher education.” • Conversational Framework (Laurillard, D (1993) Rethinking University Teaching – A framework for the effective use of educational technology, London: Routledge), who based on Gordon Pask's Conversation Theory (1976).

  4. THEORETICAL BACKGROUND Britain and Liber (1999) a “Framework for Pedagogical Evaluation of Virtual Learning Environments” Charts taken from the Joint Information Systems Committee Technology Application Programme (JTAP)’s website: http://www.jisc.ac.uk/

  5. INTERACTION WITHIN A VLE

  6. A Semivirtual Experience with Reading Comprehension Courses

  7. A Semivirtual Experience with Reading Comprehension Courses Basic Models for on-line courses: Content+Support model: static body of content is the core of the course and it is supplemented by tutorial support. The level of on-line interaction is relatively low. Wrap-around model: Materials are wrapped by activities, on-line discussions. Mason (1998) refers to this model as a 50/50 model because students interact on-line half their time. Integrated model: The course is defined by collaborative activities, needs and group activities. Resources are contributed by participants or tutors as the course develops

  8. Basic Skills and Topics • Recognition of parts of speech (Nouns, Adjectives, Verbs, Adverbs, and others) and the function of roots, prefixes and suffixes. • Parts of sentences and paragraphs: topics, topic sentences, main idea, supporting sentences, concluding sentences.

  9. Basic Skills and Topics • True/false cognates and dictionary use. • Guessing meaning from context by typographical clues.

  10. Basic Reading Skills • Recognizing True/False statements or looking for answers by skimming and scanning techniques • Recognizing a text’s outline /structure

  11. Influencing Factors • Requirement for graduation • Short time (40 hrs) for the course • Heterogeneity: No English mastery needed • Place and Time for the course • Availability of resources

  12. Difficulties • Heterogeneity and assessment • Lack of technological literacy • WWW access restrictions • Time for the activities • Risk of cheating • Other

  13. A Semivirtual Experience with Reading Comprehension Courses

  14. A Semivirtual Experience with Reading Comprehension Courses

  15. A Semivirtual Experience with Reading Comprehension Courses

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  19. A Semivirtual Experience with Reading Comprehension Courses

  20. References Britain, Sandy & Liber, Oleg. (1999) A framework for pedagogical evaluation of Virtual Learning Environments. University of Wales-Bangor. Taken from the URL: http://www.leeds.ac.uk/educol/documents/00001237.htm on October 20/2003Charts taken from the Joint Information Systems Committee Technology Application Programme (JTAP)’s website: http://www.jisc.ac.uk/

  21. References Unesco, 2004 Information and Communication Technologies in Teacher Education, A Planning Guide. Taken from http://unesdoc.unesco.org/images/0012/001295/129533e.pdf, Warschauer, Mark. (1998). Interaction, negotiation, and computer-mediated learning. In M. Clay (Ed.), Practical applications of educational technology in language learning. Lyon, France: National Institute of Applied Sciences Retrieved June, 2002 from the World Wide Web: http://www.gse.uci.edu/markw/papers.htmlWarschauer, M., & Kern, R (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice . New York: Cambridge University Press. Retrieved December, 2001 from the World Wide Web: http://www.gse.uci.edu/markw/nblt-intro.html

  22. For More Information Contact me at Language Center UPB or Email me: • jorgehv@upb.edu.co • jorgehumbertovillegas@yahoo.com • jorgevillegas@epm.net.co Paper soon availabe at my website: http://www.upb.edu.co/cdelenguas/ourprojects.hml

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