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1.Tim Lewis Between the social & selfish 2.Endo&Tsuda Effective pre-task activities 3.Autonomous LL planning sheets

September 1, 2012

Sat am

1. Learner Autonomy for the online world:

between the social and the selfish   – the open Uni UK Tim Lewis

Initial disagreement with quote by little about the shift of emphasis  from doing things not necessarily on their own but for themseleves (Little 2007.p17)

Four action concepts

telological – making plans and realising them things eg with LL resources

normatively reugated- governed by partners shared understandings eg maxims troubles shared, troubles halved – his worry is change of context.  Dealing with people not objects anymore.

dramaturgical

communicative

Human sociality theory :

empathy is all – why we cooperate – humans are intensely cooperative species

16 diff studies 60% a dominant but not necessarily a cultural norm

therefore emperically validated

 

Features:

empathy +& –

altrusim – acts of kindness

reciprocity +& –  game theory reciprocate may include loss for ethical judgement

Fairness – how low can you make a share yet still keep

collaboration- shared goals and division of labour to survive -primitive aims – social evolution?

Using this theory Tim Lewis tried to apply this to blended learning situation at L2 ‘A level  French’ online discussion of 530 ss in 20 asynchronous online tasks:

Empathy demonstrated

learner behaviour demonstrated

Altruism demonstrated

Reciprocity demonstrated

Fairness demonstrated – eg punishment for those not attending tutorials-inequity

Collaboration – ? pleasure in creativity

Learner behaviours – selfishness – asking for a response when you don’t know anything

 

Sociality theorists predictions came true.

Students don’t just do things for themselves- they show altrusim, reciprocity and inequity aversion.

 

Kant Moral Philosophy – you have the ability to make moral choices

respect for other persons’ autonomy- you need to respect and help others in their plans

 

How does this manifest itself in online discussions/autonomous learning is not just selfish

Tangible forms of respect include +reciprocity, empathy etc

autonomy is philosphical choice according to Tim

Group autonomy is more difficult and complex to conceptualise but similar results

Theory: Sharing autonomy – when participants are committed to the group they give away part of their autonomy?

Questions time:

Teachers interventions online disappointing. Not with close attention. Minimal feedback. Perhaps due to financial reward relationship; no fostering or creating dynamics of the group. 

Forums do break down- ?rare – due to lack of respect for other students’ autonomy?

 

2. Effective Pre-task Activities (Endo & Tsuda) Tokyo Uni

reading

Only women in uni class of 20 SS

usual 6 pretasks:

varied with reading but

using the topic to personalise concepts in the reading

prediction from the title and headings

 

Questionsaire about pre-reading activities results:

most effective is prediction from title

pretasks not effective enough to motivate reading

Img_2721Img_2720

listening

For listening 10 pre-task activities

+Ss had to make a vocab book and summary and also self reflection

90min class of mixed gender 40 freshman

 

Questionsaire about pre-listening activities results:

discussion pre listening motivates to a certain degree

illustrations arouse interest

helpful for scaffolding

prediction from title again very useful

 

3. Networking through the classroom, the teachers and the self-access centre: a trial of study guides to foster autonomos learning.

Moira Hobbs and Kerstin Dofs

 

This is a swapshop more than a workshop – delegates add to existing knowledge.

Recommendations:

collobaration and action research

Results of research projects from 2005 and how they influenced changes in SACs including the name!

Access equity, in 2007 important for multicultural background of NZ uni

Implementing strategies fro success in 2010

2011 Guides (at three different levels) for teachers and students.  These are still being used.

Latest project is Guidelines for Maximising student use of Independent Learning Centres eg layout

AKO Aotearoa is publishing this for free online tomorrow.

 

Language Learning centers are based around the learner and moving out to resources, activities

 

2012 study in progress of how to use these study guides:

content includes, motivation, strategies, planning sheets for analysis of students’ preferred way of learning

 

Planning sheets are kept in LLC and consist of Needs, Goals – short and long, Fan teaching – more explicit resources chosen, Planning and record keeping, Checkpoint (6th week) and evaluation.  They do this in conjunction with LLC facilitators.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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