相輔相乘！複合式短期課程設計與教學
Merging Virtual Learning Classroom Teaching and Immersion for
Optimal Results
CLEF 2015
Dr. Hanwei Tan, DLIFLC-CE-RE
Ms. Chiayi Lin, DLIFLC-CE-DL
複合式課程設計 Blended Curriculum Design
❖ Course structure: (3-in-1)
OLL (refresher) + RE (level enhancement) + Immersion (authenticity)
❖ Learning Objectives：Post-basic students will achieve the 47
week intermediate course goals in 20 weeks.
❖ Design Concept：Promoting self-directed learning by
scenario-based instruction
❖ Means and methods：student-content (SC) and studentteacher (ST) interaction in collaborative environments
Blended Curriculum - Strength
❖ Course accessibility, flexibility and convenience increase learning opportunities
❖ Student autonomy, motivation, and readiness
❖ Promotes student-content (SC) and student-teacher (ST)
interactions in collaborative environments
❖ Builds up students’ knowledge and proficiency
incrementally
❖ Cost
Merging Virtual Learning, Classroom Teaching, and
Immersion for Optimal Results
Pilot course (20 intensive weeks to achieve language
enhancement). The course integrates three learning
settings and interweaves four main threads:
1. Scenario/task-based Instruction
2. Semester Projects
3. Diagnostic Assessments and Backward Course Design
4. Evaluation/assessment
Interrelationship between Teaching Settings
RE
Immersion
RE
OLL
Scenario based instruction
Semester projects
Diagnostic assessments
Evaluation/assessment
Consistent ,
Correlative
Collaborative
(overlapping and
promoting
each other)
Interrelationship between FLO Topic Connections:
Integrative Spiral up
Geography
Science &
Technology
Culture &
Society
Level
Enhancement
Military &
Society
Politics &
Economy
Compressed into
20 wks from
47 wks
Blended Curriculum Design
FLO Topic Extension &
Practice
Presentation
ODA
OLL
Project 1
Entry DA
RE
Integrates
immersion
lecture
topics
Assessments
Immersion
• Lecture
• Excursion
Assessments
Presentation
• Reflection
Project 2
Pre- Immersion DA
DLPT/OPI
Preparation
Project 3
Post Immersion DA
OLL Daily Schedules (4 weeks)
2 hours OLL(DCO)
2 hours selfstudy(Sakai)
Group class
One on one
• 2 hours OLL(DCO)
• 2 hours selfstudy(Sakai)
2 hours OLL(DCO)
2 hours selfstudy(Sakai)
Group class
OLL Instruction Design
Introduction
Asynchronous
Synchronous
Initial
Assignment
Warm-up/
team building
Content Modules
Assignment
(self-correction/Reflection)
Review (Tasks/Feedback)
Collaboration
Tailored one-on-one
sessions
Conclusion
Assessment
Course
Evaluation
Review
Summary
Next steps
Reference: http://www.learningsolutionsmag.com/articles/824/case-study-engaging-learners-in-the-synchronous-distanceenvironment
OLL Platforms
OLL: DCO
LMS: Sakai
Immersion Integrated RE curriculum
FLO Topic Extension &
Practice
Presentation
ODA
OLL
Project 1
Entry DA
RE
Integrates
immersion
lecture
topics
Assessments
Immersion
• Lecture
• Excursion
Assessments
Presentation
Goals
• Reflection
Project 2
Pre- Immersion DA
Project 3
Post Immersion DA
4 Main Threads Interweaving the 3 settings
1. Scenario/task-based Instruction
Daily/weekly culminating activities to enhance learning
2. Projects Driven Terms
Integrating OLL, RE and Immersion FLO Topics
3. DA and Backward Course Design
For self-directed learning/tailored instruction
4. Evaluation/assessment
Scaffolding learning to higher levels
1. Scenario/task-based instruction:
RE Weekly Schedule： 1 FLO Topic a Week
Monday
Tuesday
Subtopic 1
Subtopic 2
Wednesday
Subtopic 3
Thursday
Subtopic 4
Friday
Culminating Activity
Recap
Recap
Recap
Recap
Consolidation
Immersive Mode
Learning
Immersive Mode
Learning
Immersive Mode
Learning
Immersive Mode
Learning
Tests
Daily Task
Daily Task
Daily Task
Daily Task
Scenario
Presentation
Non-Immersive
Mode
Non-Immersive
Mode
Non-Immersive
Mode
Non-Immersive
Mode
Scenario
Topic related
speaking/Writing
Topic related
speaking/Writing
Topic related
speaking/Writing
Topic related
speaking/Writing
Topic Related
Scholarly Hour
Tailored HW
Tailored HW
Tailored HW
Tailored HW
Introduce Next
week’s Topic
RE Classroom Instructions
Day 5
2nd weekly recap
3rd-4th culminating activity,
debriefing and reflection
Days 1-5, 1st hr:
Introduce/Review &
discuss prior day's
topics
Days 1-4, 2nd-4th hrs
Topical R/L texts,
analysis & tasks
Daily & Weekly
Schedule
Days 1-4
Homework & preparation
for culminating activity
Days 1-4, 6th hour
Mini-research,
speaking tasks, topic
expansion
Days 1-4, 5th hour
Non-immersive activities
(review, grammar,
translation, etc)
2. Projects Driven Terms
Connecting learning settings/terms and promoting learner autonomy. Students
are encouraged to select a project and develop, expand and deepen it through
the whole learning process; that is, select a preliminary project during the OLL
learning stage, develop it during the resident learning period, convert it to a
higher level research paper in the university immersion phase. Each term,
students are required to do a presentation to report their research and
progress. This effort represents the students’ research and understanding. It is
a measurable tool that helps students develop self-directed learning and brings
them closer to their objectives.
3. DA and Backward Course Design
❖ Backward course design: final results and the
course goal(s)
➢ What do I want my students to be able to think and do by the end of
this course?
➢ How will my students be different by the end of the course?
❖ DA defines the floor, that is, where the student
stands and where differentiated/tailored learning
design and self-directed learning start.
d
Henry
Personality Types : ESTP
Learning Styles Auditory 32 Visual 24 Tactile 24
Kinesthetic 14
MSLQ IGO7 EGO 2 TV 6 CB5 SEL&P 5 TA2
E&L Impulsive 1Ramdom1 Global2 Inductive 2
2+/2/1+
13/16
16/17/17
23/25/19
Brown
Personality Types : ESTJ
Learning Styles Visual 34 Tactile 34
Kinesthetic 28 Auditory 14
MSLQ IGO6 EGO6.5TV7CB6 SEL&P6.5TA 4.6
E&L
Global 3 Sequential 7
2+/2/1+
13/16
17/22/17
23/25/19
Tyler
Personality Types : INTJ/INFJ
Learning Styles Auditory 34 Kinesthetic 30
Visual 28 Tactile 28
MSLQ IGO 6.3 EGO4.5TV6.7CB4SEL&P5TA 7
E&L
Global 1 Sequential 6 Deductive 6
2+/2/1+
17/20
19/23/17
19/25/19
Diagnostic Analysis Track
4. Evaluation/Assessments
❖ Purpose: consolidating learning, and adjusting teaching
and learning accordingly.
❖ Forms:
➢ Periodic tests (achievement and proficiency)
➢ Homework checks
➢ Rubrics (Presentation, Debate/projects/scenario)
DLPT, OPI
➢ Sakai “Blog”, “One-on-one Note,” Peer review,
learning logs, journal entries
➢ Recall protocol, Response, Learner Autonomy
Discussion
1. Compressed schedule supported by effective
design
2. Blended and collaborative learning
3. Promoting learner autonomy
4. Sustainment training
5. DA accuracy to guide learning and teaching
QUESTIONS?
Thank you!