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BILC 2012 Presentation. Fostering Learner Autonomy In the Language Classroom By Marie-France Hétu October 2012. CFLS in the Gatineau Hills. Ideal Setting. CFLS Mission. Other Roles. My Role as a Teacher. CFLS also Provides. Foreign Language (FL) Programs
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BILC 2012 Presentation FosteringLearnerAutonomy In the LanguageClassroom By Marie-France Hétu October 2012
CFLS also Provides • Foreign Language (FL) Programs • French and English FL Programs • Military Training and Cooperation Program (MTCP) English and French • Language Teacher Training Course (LTTC)
FosteringLearnerAutonomyOverview • Teaching approaches and principles • Importance of fostering learner autonomy • Qualities and attributes of self-learners • Fostering organization, metacognitive, critical thinking skills • Authentic materials • Web 2.0 tools, online programs and BYOD
Principles of AndragogyAll Learning Begins with Experience – Adults . . .
A Learner-Centered Approach Focuses on: KnowledgeBuilding
Learners Can Be Encouraged to Further Develop Autonomous Skills, Such as:
Possibilities for the LanguageClassroom in the Future Integration of more Web 2.0 tools in the classroom to providelearnerswithautonomousways to learn and practice their second language: • Targetedsocial-networking sites • Second-language blogs • Messaging throughtext, voice and video • Virtual second-languagelearningcommunities
Thank you I look forward to answering your questions during the plenary session
Special Thanks I would especially like to thank the following learners who graciously allowed me to film and take pictures during class time. WO Lee, WO Spence, WO Grant, Sgt Foster, OCdt Salnikov, Lt(N) Locke, MWO Krammer, Capt Mathews
References • Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, 33-59. • Bates & Poole. (2003). A Framework for Selecting and Using Technology. Effective Teaching with Technology, (75-105). San Francisco: Jossey-Bass. • Dall’Alba, G. & Barnacle, R. (2005). Embodied knowing in online environments. Educational Philosophy and Theory, 37(5), 719-744. https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct • Downes, S. (2004). Educational blogging. Educause Review, 39(5), 14-26. http://www.educause.edu/ir/library/pdf/erm0450.pdf • Heckman, R., & Annabi, H. (2006). Cultivating voluntary online learning communities in blended environments [Electronic Version]. Journal of Asynchronous Learning Networks, 10(4), 51-66. • Lipman, M. 1991. Thinking in education. Cambridge: Cambridge University Press. • Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283. • Shea, P., & Bidjerano, T. (2009) Community of inquiry as a theoretical framework to foster ‘‘epistemic engagement” and ‘‘cognitive presence” in online education. Computers & Education, 52, 543-563. • Swan, K., & Shea, P. (2005). Social presence and the development of virtual learning communities. In S. Hiltz & R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks (pp. 239–260). Mahwah, NJ: Lawrence Erlbaum. • Utecht, J. (2007). Blogs aren't the enemy. Technology & Learning, April (9) 32-3
Photo Credits Screen Captures: • http://www.allies.forces.gc.ca/ • http://www.csps-efpc.gc.ca/myaccount/index-eng.aspx Photography and Videography: Marie-France Hétu With the special collaboration of: WO Lee, WO Spence, WO Grant, Sgt Foster, OCdt Salnikov, Lt(N) Locke, MWO Krammer, Capt Mathews