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網路科技輔助跨文化學習課程發展與研究 The Learning of Intercultural Language over the Net (LILON - 2)

網路科技輔助跨文化學習課程發展與研究 The Learning of Intercultural Language over the Net (LILON - 2). 交通大學教育研究所 彭心儀 Dec. 19, 2005. Presentation Outline. Where I am from and my research interests The research team Foci of the study

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網路科技輔助跨文化學習課程發展與研究 The Learning of Intercultural Language over the Net (LILON - 2)

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  1. 網路科技輔助跨文化學習課程發展與研究The Learning of Intercultural Language over the Net (LILON - 2) 交通大學教育研究所 彭心儀 Dec. 19, 2005

  2. Presentation Outline • Where I am from and my research interests • The research team • Foci of the study • The design and development of the web-based intercultural language learning curriculum • Results and findings • Suggestions

  3. Where I am From? Perspectives 思路決定你的出路， 態度決定你的高度。 把每個孩子都視為人才。 Experiences Challenges

  4. My Research Interests • Online collaborative learning in a cross-cultural learning environment • For tomorrow’s educators • Authentic learning for pre-service teacher training • Building the bridge between university lecture halls and the field experience • The information communication technology literacy

  5. Turning Points • 1996 to 1998 – Chinese teacher • 1998 – Studied abroad • 1999 – Transferred to the UMC • 2001 – Children-as-Design Partner Project • 2003 – Globalization Initiatives • 2004 – The Learning of Intercultural Language Over the NetNSC Grant

  6. The Research Team • 交通大學 • 國科會計畫主持人：彭心儀助理教授 • 計畫助理：彭國鳳、王詔怡、周 彥、郭孟雯、陳奕任、林韋廷 • 網路教學組：顏 智、鍾佳晏、陳耀廷 • University of Missouri-Columbia • 博士班研究助理：陸為欣 • 台北市立大同高中：李麗淑老師 • 新竹市立建功高中：Steve Grad、龔育民老師 • Saratoga High School:Mariam Fan • St. Louis Villa Duchesne High School: Stephanie Moore

  7. The Central Idea of LILON-2 • Establish an authentic environment for foreign-language learning • Listening • Speaking • Reading • Writing • Develop adequate intercultural communicative competence

  8. Foci of the Study • Design, develop, and evaluate one intercultural language learning curriculum for high school students; • Develop one reliable tool for assessing intercultural learning; and • Establish teaching and curriculum guidelines concerning technology use that enhances intercultural language learning

  9. Design, develop, and evaluate one intercultural language learning curriculum for high school students

  10. The Design Principles of the LILON Project (1/2)

  11. The Design Principles of the LILON Project (2/2) • Cooperation • Multiple aspects of knowledge • Authentic, motivating, and meaningful learning content • Challenging content • Communication in real life • Presenting knowledge in meaningful pieces • Reflective practices on culture • Easy access to online tools • Technology for knowledge representation • Monitoring the process of communication: self-monitoring, and facilitated by 4 online facilitators

  12. The Construct of ICC (Fantini, 2000)

  13. The Implementation • Sept. 2005 to Apr. 2006 – a total of 7 months • The structured instructional-learning units focus on • Intercultural understanding • Promoting intercultural communicative competence • Enhancing foreign-language learning beliefs

  14. Students in Taiwan (Learning English) Students in SFO (Learning Chinese) The Participants • 39 high school students in Taiwan & 33 high school students in the U.S. • Taiwanese students studying English as a foreign language + U.S. students studying Chinese as a foreign language • Work with partners

  15. Project Timeline

  16. The Meeting Place • Use of the Blackboardsystem • File exchange tools • Video-conferencing tools – JoinNet system • Discussion boards • http://bb.nctu.edu.tw

  17. Log In to the Blackboard (Bb)

  18. Welcome Page

  19. Announcements

  20. Main Menu

  21. The Collaborative Groups

  22. Group Discussion Board

  23. Discussion Threads

  24. The Video Conference System - JoinNet

  25. The First Video Conference (1/2)

  26. The First Video Conference (2/2)

  27. Review the Videos

  28. Rubrics to Assess … • Students’ artifacts (PPT file & reflective writing) • Online interaction • 4 facilitators to • Provide guidance and instant feedback • Remind of network netiquette

  29. Formative Evaluation • Expert review • Teacher interview • Students’ after-project feedback form • Student interview • Students’ English scores

  30. End Products • Self-Introduction PowerPoint Chien-Kung student Saratoga High student • Microsoft Publisher – My Ideal School Life Brochure

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