Circumnavigation - Taking my Learning to New Worlds
Now near the end of my MET journey, equipped with Web 2.0 tools, more confident in the integration of technology within my teaching practice, I was ready to take my
learning to new boundaries.
Experience in Slovenia
Every year the Bureau of International Coordination (BILC) holds an annual conference; and in 2012, the conference entitled: 'Back to the Basics' was to be held in Bled, Slovenia.Teachers were asked to submit presentation propositions with the intention of representing the school at the conference. Using my learning from the MET program, combined with my experience as a French second language (FSL) teacher, I created a PowerPoint presentation on:
'Fostering Learning Autonomy in the Language Classroom'. I was very proud to be chosen, and quite pleased to represent Canada and the Canadian Forces language school (CFLS) at the 2012, BILC Conference in Slovenia from October 21 to 26, 2012. I believe my presentation on learner autonomy was well received, judging from the comments and questions received from other countries.There was particular interest in the modern learning methodologies and technologies, as well as the expanded use of technology-based interaction methods proposed.The technological approach of ‘bring your own device’ (BYOD) in class, as well as interactive ‘morning warm up’ sessions, and authentic ‘pedagogical outings’ were of particular interest to colleagues wishing to integrate the same within their own classroom.
From the point of view of a second-language teacher, taking part in this conference was extraordinarily enriching. It was an amazing experience to be surrounded by experts practicing in various educational domains. Participants came from 23 countries, and it was both inspiring to note the innovative ways second-languages are taught, as well as quite surprising to see that there were so many similarities - particularly concerning challenges and strategies for language learners. I was able to gain insight on teaching strategies, as well as link student challenges and solutions to what our own language students experience here at CFLS. My experience in Slovenia has already started to transform my teaching practice. Since I have been back, I make a greater effort to use constructivist strategies, and I have particularly integrated the use of Web 2.0 tools and videography in the classroom. I have also started to share my experience with teachers and my supervisor, and intend to continue to pass on my knowledge in the coming year.There is no doubt that my MET learning journey guided and inspired my presentation. Following the conference, I found that the knowledge I gained during the BILC conference became intricately woven with my MET learning.This experience would again serve to inspire another adventure around the world - this time to India.
I have selected three short videos that are part of the PPT presentation to demonstrate how I integrated technology within class content, and especially how my FSL class whole-heartedly collaborated. The corresponding notes can be found below the video clips.
'Fostering Learning Autonomy in the Language Classroom'. I was very proud to be chosen, and quite pleased to represent Canada and the Canadian Forces language school (CFLS) at the 2012, BILC Conference in Slovenia from October 21 to 26, 2012. I believe my presentation on learner autonomy was well received, judging from the comments and questions received from other countries.There was particular interest in the modern learning methodologies and technologies, as well as the expanded use of technology-based interaction methods proposed.The technological approach of ‘bring your own device’ (BYOD) in class, as well as interactive ‘morning warm up’ sessions, and authentic ‘pedagogical outings’ were of particular interest to colleagues wishing to integrate the same within their own classroom.
From the point of view of a second-language teacher, taking part in this conference was extraordinarily enriching. It was an amazing experience to be surrounded by experts practicing in various educational domains. Participants came from 23 countries, and it was both inspiring to note the innovative ways second-languages are taught, as well as quite surprising to see that there were so many similarities - particularly concerning challenges and strategies for language learners. I was able to gain insight on teaching strategies, as well as link student challenges and solutions to what our own language students experience here at CFLS. My experience in Slovenia has already started to transform my teaching practice. Since I have been back, I make a greater effort to use constructivist strategies, and I have particularly integrated the use of Web 2.0 tools and videography in the classroom. I have also started to share my experience with teachers and my supervisor, and intend to continue to pass on my knowledge in the coming year.There is no doubt that my MET learning journey guided and inspired my presentation. Following the conference, I found that the knowledge I gained during the BILC conference became intricately woven with my MET learning.This experience would again serve to inspire another adventure around the world - this time to India.
I have selected three short videos that are part of the PPT presentation to demonstrate how I integrated technology within class content, and especially how my FSL class whole-heartedly collaborated. The corresponding notes can be found below the video clips.
Warm-up linked to pedagogical outing (slide no. 18)
A perfect activity to start the morning with is a student-led ‘warm-up’ session or as we say in French a ‘mise en train’. Each in turn a learner has to prepare an activity that lasts up to 30 minutes.The activity needs to be educational and interactive, but each learner creatively interprets this to review or practice current learning notions and specific language
abilities.The video you are seeing in the background demonstrates to what length some students will go to, in order to prepare an interactive session that engages all learners. In this particular case, the student set up shop in the classroom to prepare classmates for the afternoon pedagogical outing of going out to buy products at the market.To make the setting authentic the student went to great lengths to provide the right ambiance, and also spent a lot of time preparing realistic scenarios that put into practice vocabulary and grammar through a communicative approach.
This type of activity develops reflective and metacognitive skills, for the learner must revisit his/her understanding reinforcing learning and building on knowledge in the creation process. Since the activity presented needs to be dynamic, interactive, and instigate group participation, it also develops ‘Esprit de corps’ among learners and supports a positive learning environment. As you can witness by watching this video, the students are having great fun and learning. Not all learners excel at this at first, but as I said earlier in the presentation, autonomy can be learned. Scaffolding can be used to help learners start with simple ideas and then graduate to more complex ones. Learners also learn from each other, and often integrate elements used by others in their own warm-ups.
abilities.The video you are seeing in the background demonstrates to what length some students will go to, in order to prepare an interactive session that engages all learners. In this particular case, the student set up shop in the classroom to prepare classmates for the afternoon pedagogical outing of going out to buy products at the market.To make the setting authentic the student went to great lengths to provide the right ambiance, and also spent a lot of time preparing realistic scenarios that put into practice vocabulary and grammar through a communicative approach.
This type of activity develops reflective and metacognitive skills, for the learner must revisit his/her understanding reinforcing learning and building on knowledge in the creation process. Since the activity presented needs to be dynamic, interactive, and instigate group participation, it also develops ‘Esprit de corps’ among learners and supports a positive learning environment. As you can witness by watching this video, the students are having great fun and learning. Not all learners excel at this at first, but as I said earlier in the presentation, autonomy can be learned. Scaffolding can be used to help learners start with simple ideas and then graduate to more complex ones. Learners also learn from each other, and often integrate elements used by others in their own warm-ups.
M.E.T. with newspapers (slide no. 19)
Learner warm-ups are also a great way to integrate authentic and ‘à propos’ elements.The short video in the
background shows learners using newspapers to practice buying and selling items. Learners are encouraged to develop their autonomous skills as they explore tools to prepare their warm-up activity, such as newspapers, audio pods,
blogs etc.
background shows learners using newspapers to practice buying and selling items. Learners are encouraged to develop their autonomous skills as they explore tools to prepare their warm-up activity, such as newspapers, audio pods,
blogs etc.
BYOD in the classroom (Slide no. 32)
Bring your Own Device (BYOD) to the classroom is mounting in popularity. Many Learners now bring their own electronic device in the classroom, and use them to access various online tools.This can be a great way to foster autonomy in the classroom, but this practice must be closely monitored by teachers, for there is a danger of overusing online Apps during class time.These tools must be used at the right time and when the teacher deems appropriate for them to be effective.
Experience in Mumbai
It is through the UBC, MET 'Learning together' blog that I was informed about the India-Canada conference on open and flexible elearning. I submitted my paper, it was accepted, and thanks to the MET travel grant I took off to India.
The India-Canada conference on open and flexible elearning held the 20-22 of February, 2012 was organized by SNDT Women’s University in Mumbai, India.This experience was tremendous; not only was I able to discover a rich and vibrant culture, but I had the pleasure to meet distinguished colleagues from around the world who work in the elearning field in some capacity. I also had the priviledge to meet UBC professors in person, and for an online student that in itself was a very rewarding experience.
The India-Canada conference on open and flexible elearning held the 20-22 of February, 2012 was organized by SNDT Women’s University in Mumbai, India.This experience was tremendous; not only was I able to discover a rich and vibrant culture, but I had the pleasure to meet distinguished colleagues from around the world who work in the elearning field in some capacity. I also had the priviledge to meet UBC professors in person, and for an online student that in itself was a very rewarding experience.
I would like to share with you a short visual presentation of my experience at the India-Canada Conference, before you read on.
At the conference, experts from various universities in Canada and India, including delegates from Malaysia, and special guests from the UK and Australia, gathered to work on a common cause: bettering the world through education. I was amazed at how many devoted individuals are specifically working in India to bring education to rural populations. Considering the challenges India has to face, such as language barriers, quality assurance in open and distance learning, poor Internet connection, and lack of hardware and software, I found the delegates' plans were ambitious and that they were making tremendous progress in spite of the challenges they have to face.
All in all attending the India-Canada conference was an amazing experience. For three days I was part of discussions where we addressed global educational changes. I had many opportunities to share and exchange ideas on how technology can support learning. During this conference I realized how much traditional universities are moving towards open face universities, where technology is being used to facilitate learning. I also came to realize how the elearning revolution has grown in the past 10 years. I came to terms with the idea that pedagogy is primal to successful elearning, when based on a principal of continuity and challenge. I also came to realize that quality online learning can provide developing and emerging countries with flexible teaching and learning arrangements; and considering many of these countries have large populations, based on economics of scale – this could be a cost effective way to approach education. Attending this conference and presenting my paper has been one of the highpoints of my MET experience.
I came away from this conference thinking that elearning could help create a better world toward highest good, by helping individuals achieve their full potential. My role in all of this? If self-actualization is key to the freedom, dignity, and autonomy of individuals, then perhaps I could make a small contribution by getting directly involved with designing and facilitating online educational programs.This conference also provided much food for thought on challenges related to elearning technologies, as well as the implications for open, flexible and distance learning. Attenting the India-Canada conference accentuated my interest in how to design holistic and organic learning programs. More than ever I want to continue researching how to foster online learning environments, which provide individuals with transformative learning experiences. I believe it is quite possible to achieve personal growth and self-actualization within online learning platforms, provided the environment and conditions are just right. Perhaps a subject for doctoral studies . . . who knows?
At the end of April 2013, I did an interview with Dave Roy on his radio program 'Down the Hall', concerning my MET experience and especially my experience in Mumbai India. Please visit episode no. 58: Expedition to India. The interview starts at 9:56.
All in all attending the India-Canada conference was an amazing experience. For three days I was part of discussions where we addressed global educational changes. I had many opportunities to share and exchange ideas on how technology can support learning. During this conference I realized how much traditional universities are moving towards open face universities, where technology is being used to facilitate learning. I also came to realize how the elearning revolution has grown in the past 10 years. I came to terms with the idea that pedagogy is primal to successful elearning, when based on a principal of continuity and challenge. I also came to realize that quality online learning can provide developing and emerging countries with flexible teaching and learning arrangements; and considering many of these countries have large populations, based on economics of scale – this could be a cost effective way to approach education. Attending this conference and presenting my paper has been one of the highpoints of my MET experience.
I came away from this conference thinking that elearning could help create a better world toward highest good, by helping individuals achieve their full potential. My role in all of this? If self-actualization is key to the freedom, dignity, and autonomy of individuals, then perhaps I could make a small contribution by getting directly involved with designing and facilitating online educational programs.This conference also provided much food for thought on challenges related to elearning technologies, as well as the implications for open, flexible and distance learning. Attenting the India-Canada conference accentuated my interest in how to design holistic and organic learning programs. More than ever I want to continue researching how to foster online learning environments, which provide individuals with transformative learning experiences. I believe it is quite possible to achieve personal growth and self-actualization within online learning platforms, provided the environment and conditions are just right. Perhaps a subject for doctoral studies . . . who knows?
At the end of April 2013, I did an interview with Dave Roy on his radio program 'Down the Hall', concerning my MET experience and especially my experience in Mumbai India. Please visit episode no. 58: Expedition to India. The interview starts at 9:56.