Final Project : Essential English Online Learning Course
A) Topic: Essential English online Learning Course
The ESOL Course is the free English lesson online learning course and cover 16 different category courses, such like beginner, elementary, pre-intermediate, Intermediate, advance, grammar, for work..etc. The one we will focus is one of course for the beginner.
B) Learning objectives
Identify underlying goal
The underlying goal of this ESOL online course in beginning English is for the beginners in the study of the English language. The objective is make students/learners can complete the beginning-level study of English in the 16 lessons of the electrical contents. The online leaning courses are the supplement learning tools which are designed mainly for these on non-native English speaker students who are taking their beginning learning of English either at school or their own. The final objectives: Since English is the mainstream language in United States therefore learning this common language is the best way to fuse into a new society, enhance the communication, and reduce the gap and flight. In additions, it can help the immigrants to obtain a suitable job to reduce government social benefit burden unemployment rate problem. Moreover when the new immigrant own the basic communication ability will help them to interact with native English speakers successfully and next step to learn and understand what is the local cultures, customs in this new immigrating environment, reduce the cultures conflict and cultures shock among the new immigrants and native resistant.
C) Who will be the learners?
These ESOL leaning courses will be focusing at Non-English Native speakers, such like the new immigrants. Spring (2013) stated that the globalization of the labor market and the Immigration Act of 1965 have resulted in an increasingly diverse U.S. population. This is especially true in Southern California where a lot of new immigrants are residing here.
D) What are they teaching?
Structure and content (Learners and content)
The one we will focus is one of course for the beginner. The underlying goal for this “beginner’s category” is designing for the learner which never learn English before and after systematically learning all the 16 lessons will able to obtain the basic daily uses expression knowledge in English (reading, speaking, writing). According to Moore (1989) propose the interaction of learning will include three dimensions; leaners vs contents, instructor vs learner, learners vs learners. But the learning contents from ESOL are pre-developing (fully virtual learning environment through their web-site) therefore the only interaction; learners vs contents is their main character. The other characters from these online learning contents are containing the seasonal & social events of western cultures. Let’s preliminary analyze this exiting English online learning course by different objectives.
The ESOL online course is a compressed approach to developing four basic language skills (i.e. listening, speaking, reading, and writing) in order to cultivate the overall English beginning–language ability. This online learning course basically consists of four sections. Section1: The alphabet, Number counting, signs and symbols, saying Hello. Section 2: Class room objects (i.e. English words for classroom things , classroom words picture quiz, online word search Puzzle, follow-on Activities .etc.). Section 3: Telling time, Ordinal numbers, Days of week, asking for things (i.e. using ‘can’ to do grammar quiz, crossword puzzle. etc.). Section4: Teaching colors, shapes, weather /months/seasons, daily life (i.e. words for daily activities, picture vocabulary quiz, grammar worksheet..etc. Example:
E) The delivery options (Media)
The ESOL courses are conducted by a cyberspace online text content and slideshow, video, quiz presentation simultaneously. Resta (2007) describes that “computer supported collaborative learning has been claimed to be effective technology for helping students achieve better learning performance, deeper reflection, and critical thinking ” (p.69). The statement from this researcher could support that this virtual ESOL online learning courses’ activities (i.e. video shows, slide show, pictures matching words quiz, crossword puzzle and quiz etc. , is helpful to learn a second language. In addition, Wang and Woo (2007) mention that compared with face-to-face discussion, it is easier to revise and review each other’s ideas because of the virtual text platform which provides students with more time to read, to reflect on their own opinion and to activate deeper cognitive engagement.
F) Describe Learning context (type of class, students, and specific content) and where you would advocate the use of an online discussion.
Part I:
a) All the course instruction materials are upload on the websites, students could just simply click the URL then could able to acquire the learning contents.
http://esol.amcolausa.com/index.html
- The course introduction guild line will showing on the Home page. And I will e-mail to the learners the “course introduction” also the syllabus formative evaluation, important criteria first and evaluation (i.e. pre-test and posttest), before they start taking the eLearning course.
- The syllabus, course introduction, important criteria and the message, will create based on Standard file format (MS office documents, words or Excel) to ensure that all students will be able to open and view the document.
b) The Web-site need to easy to navigate so students doesn’t’ need to learn additional software.. Students will participate in learning basic technical skills, such as browsing the Internet and via e-mail. In addition, students will other forms of communication through the Internet (Blog, Skype, and TalkShoe). Students will be directed to a survey prepared with Google Docs to be completed online.
The course Syllabus is accessible from individual e-mail or students can clink URL https://db.tt/JOesVVkM
c) Students will other forms of communication through the Internet (Blog, Skype, and TalkShoe). Students will be directed to a survey prepared with Google Docs to be completed online. https://docs.google.com/forms/d/1eW4qNdjBfzCSLtIlVZmnYCG5pEyqr25Cy1o2bKMism4/viewform?usp=send_form
d) The course description and schedule could find from web-site or just simply link to this URL https://db.tt/sryppGLE
e) Online discussion and Feedback also designed on the web-site, and students could interact and leave a message to request instructor to feedback.
Feedback URL: https://db.tt/qu3wcSmn
Discussion forum URL: https://db.tt/CKDZm9q7
Part II:
a) Prior to the official start the course, I will send a welcome email to all students (Introduce the character of this online learning course. Moreover, also will include my course syllabus, rubric, rubistar website, and pretest. Instructors will set up a rule that students MUST reply to confirm they received the e-mail.
- The course description and schedule could find from web-site or just simply link to this URL https://db.tt/sryppGLE
- The course Syllabus is accessible from individual e-mail or students can clink URL https://db.tt/JOesVVkM
- Pretest
- Course rubric: all the students need to sign and email back to instructor to confirm their understanding.
b) Discussion activities (students- instructors, students- students)
- Once received the e-mail (i.e. course introduction, syllabus, etc.) Students need to confirm back to instructors via e-mail. Through the e-mail replying then instructors could ENSURE students understand the rubric (one way communication :students vs contents, two ways communication : students – instructors)
- There is showing the online synchronous discussion schedule (every Wed. 6-8pm) through the Talkshoe discussion platform. Students need to sign in (lock in). Instructor can will know who attends and who absent (two ways communication : students – instructors, students- students)
- Discussion activity: Example During the first “meet” on the talkshoe synchronous chat room, students can discuss with instructors and also engage with other students about the pretest or any questions about the course’s rubric. During each the end of Module, students-instructors, and students- students could discuss the posttest result through this synchronous interaction activity.
- The web-site have discussion and feedback platform so students also could leave their questions to the instructor, and engage with other students.
Here is good practices will help make instructors and their students’ experience with the discussion board a rewarding experience and one that contributes effectively to learning.
o Determine and communicate how instructor will evaluate students’ participation.
o Engage students by asking good questions to get discussions going.
o To encourage informal interaction and connection amongst your students, create an area in discussion board for personal introductions and discussions. Students may learn more about their peers than they would in the classroom — opening new doors of connection and community.
G) What kind tech will use for this online course
H) Develop a set of guidelines or policies that you would give to students to help them engage successfully in the discussion.
The discussion guidelines of ESOL course
□ Google docs entry level I – original post
When completing the class, student concern the review of class to create first post that is over 100 words. The level I of Google docs post is identifying what of your studying missions you feel has the extreme negative or positive impact on improving good teacher and why? The Google docs level I post must be completed before Friday midnight.
□ Google.doc entry level II-response post
To Study your peer’s Google docs level, I posts and upload your two comments to Google docs beginning Friday. Your comments are Google docs entry level II-response post. Be careful that your review and Level II posting must be finished before Sunday midnight. Students choose two of the level I Google docs posts to study. Each Level II posting must be over 20 words and focus on the topic of m. You revise your peer’s Google docs level I posts to assist them to understand that they might have lost and error negatively or positively on LMS improving good teacher.
□ Evaluation
Your first post and response posts will be evaluated by a course rubric.
□ Netiquette
Please use the Netiquette to write your response posts that provides direction concerning what is appropriate words, which of course is not violent to other critics. The Netiquette rubric is used for guidance and grading evaluation. Be careful when you upload your responses to the discussion board, it will be permanent and reviewed by other course participants including staff members.
I) .Describe and/or develop a system for assessing student participation and learning in the discussion.
o I will create a discussion rubric to evaluate the students’ participation and learning in the discussion
https://docs.google.com/forms/d/1STr6motd6ddYzR4E8SQ6QoYsVsFYUmW5YhaJp_ov6SY/viewform
o Once students attend the web-site discussion platform then the record will automatic link with instructors Email address, instructor could use Excel worksheet to evaluate students’ grade and participation (i.e. http://www.internet4classrooms.com/excel_grade.htm).
J) How would you prepare the instructor for participating in the discussion?.
There are some suggestions to help the instructor for participating in the discussion.
- Prepare well-supported materials.
- Establish the discussion topic/theme every week (or Module)
- Instructor offer some suggestion when the discussions topic far from the learning objectives
- Provide your thoughts, when discussing the lost target.
- Visiting discussion forum frequently to view what’s the interaction subject between students.
- Offer the short data to instruct and do not offer detail information.
- Allow students time to deal with each other’s opinions.
- Change the direction of the discussions, and when it stops.
- Provides short data indicate, does not provide detailed information.
- Interject you commentary in the discussion when it gets off-track.
- Guide the conclusion of talks at an appropriate time.
- Add good support argument
- Feedback to students’ questions either on the discussion forum or email within 24 hours.
K) How do they know there is a successful teaching outcome?
Quiz, worksheet, writing and reading activities, Posttest after complete each Module or there is Final posttest after completed the entire 4 Modules/16 lessons.
To demonstrate students’ successful outcome, this online learning course are designing the posttest by the end of each Module to understand learner’s learning progress. Example: Through these quizzes/ worksheet activities , especially the last unit lesson which design the “words order in Sentence and Grammar worksheet” are able to give learners a baseline for whether could take the next learning stage objective .
By the end of last Module, there is one Final posttest is deigned and learners could identify their learning outcome; either past the to receive a certificate to upgrade to Elementary level course or go back to the previous module to study again. The flow chart:
Texting and evaluate learning outcome
Whether we call them tests, assessments, quizzes, drills, examinations, competence monitors, or demonstrations of mastery, they, nonetheless, remain essential for gauging a learner’s progress. And they represent an opportunity for clever designers to engage learners and provide objective feedback.
What exactly is a test? Any activity that indicates how well learners meet learning objectives is a test. Any activity that provides feedback on performance of an objective can serve as a test.
1) Informal pre-text by learner
2) The other type of testing is accomplished by using spell checkers, editors, link checkers, html and CSS verification tools and a manual examination of all files in the eLearning environment.
3) Formative Evaluation from other SME (same subject) and learners.
According to Stewart, Waight, Norwood, and Ezell’s research (2004), they state that given the importance of course design in online environments, formative and summative evaluation of the course design is critical of ensure effective learning. According to Flagg (1990) state that the formative evaluation is the systematic collection of information for the purpose of informing decisions to design and improve the product (as cited in Chen, Moore, & Vo, 2012).
The other scholars, Nielsen (1993) points out one idea that the central to formative evaluation is iterative design, represented by steady improvement of one’s design based on rounds of evaluation (as cited in Chen, Moore, & Vo, 2012). Moreover, the way Instructional designers conducted a formative evaluation and guaranteed anonymity for objective evaluation of online learning course through the online questionnaires survey (Kapounova & Kostolanyova, 2011). Example :
Please find the attachment also the following graphic follow from below
Reference:
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Research Group and Quahog Research Group, LLC.
Chen, W., Moore, J. , & Vo, N. (2012). Formative evaluation with novice designers: Two case studies within
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Horton, W. (2012). e-Learning by design (2nd ed.). San Francisco, CA: Pfeiffer
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Spring, J. (2013). American Education (16th ed.). New York, NY: McGraw-Hill Higher Education
Stewart, B., Waight, C., Norwood, M., & Ezell, S. (2004). Formative and summative evaluation of online
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Wang, S. K., & Hsu, H. Y. (2009). Using the ADDIE model to design second life activities for online leaders.
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