Building an Electronic Learning Environment

1. Building an Electronic Learning Environment We have seen before how hypermedia, multimedia and communication media are being used to developed specific aspects of L2 learning

2. CMC (computer-mediated communication) A project-based with groups of students using computers to work together on such tasks as: • Designing their project brief • Accessing information from local database or the web • Posting their developing understandings in public spaces and receiving feedback from peers, teachers and others with expertise in the area • Interacting around the task with others in chat rooms or by e-mail • Publishing their findings

3. CSILE (computer supported intentional learning environment) Uses computer-mediated interaction as the basis for their knowledge-building communities. Based on the belief that knowledge is socially constructed, the site is designed so that students attempts at meaning-making are publicly available for others to contribute to using `architecture for computer supported collaborative knowledge-building’

4. Jacobson designed an electronic learning environment that engaged students in real life, problem based situations but which also involved the development of more general concepts. The environment included provision for: • Modelling the knowledge in an authentic activity • Supporting the students doing the task through scaffolding or coaching • Allowing students to articulate their knowledge and to confront ineffective strategies or misconceptions • Empowering the students by gradually fading or withdrawing support

5. If teachers of L2 create a wish-list to guide developers of such sites, it might include: • Learning materials • Pathways for learning • Interpersonal communication

6. Learning materials • A database of multimedia materials packages for various target groups of learners • The packages would conform to a predetermined standard in terms of technical requirements and quality of the materials • Materials could be easily accessible and organized so that they could be retrievable according to various criteria

7. Materials could be used as a coherent, self-contained curriculum or teachers could select relevant activities to integrate into a broader classroom program • Multimedia would be used judiciously in ways that enhance the learning process • Other tools would be available (dictionary, thesaurus, student notepads)

8. Pathways for learning Using hypermedia links, students would be guided through the materials with varying degrees of freedom. • Just in time assistance • Well-designed menus and bottoms • Link to other relevant sites

9. Interpersonal communication Facilities would be built in to the site for both synchronous and asynchronous interaction between: • Teacher and individual students • Teacher and whole class • Groups of students engaged collaboratively on a specific task and working together in a public space

10. Individual students • Students in other classes/countries engaged in similar tasks • Students and knowledgeable others • Teachers

11. Activity • 1. What suggestions you would make to Kim in relation to providing support to • learners? • 2. Help Kim by developing a plan to deal with potential contingencies.