Anamaria Camargo
Introduction
ACBEU has always been at the vanguard of ELT pedagogy. We are the first institution in Brazil to develop its own curriculum solidly based on years of research. However, if we want to continue playing this role in the market, and if we want to keep stating our mission of promoting education and culture, investing in teacher qualification towards the implementation of an online learning program is the natural next step. But what is online education, and what should such a teaching development program involve? In order for the institution to know what kind of qualification we should be aiming at, it is essential to understand the nature of online teaching, its opportunities and underpinnings. Only then, can an effective teaching development program be implemented.
During the needs analysis process this institution went through for the implementation of the new curriculum, clear signs were given by all stakeholders that a new kind of learner, with different needs and different learning goals could no longer be neglected. Learners who could not be present at every class, and yet, who were willing to continue studying needed to be taken into account. A more learner-centred approach to teaching would have to be put into practice to reach those students. Alongside the use of textbooks, ACBEU (1) would have to offer quality opportunities to help them learn English. We would have to offer online education. However, though highly qualified for face-to-face classes, ACBEU's staff lacks the necessary knowledge to achieve such a project. Clearly, before reaching our students, we must help teachers develop those skills.
ACBEU has always been at the vanguard of ELT pedagogy. We are the first institution in Brazil to develop its own curriculum solidly based on years of research. However, if we want to continue playing this role in the market, and if we want to keep stating our mission of promoting education and culture, investing in teacher qualification towards the implementation of an online learning program is the natural next step. But what is online education, and what should such a teaching development program involve? In order for the institution to know what kind of qualification we should be aiming at, it is essential to understand the nature of online teaching, its opportunities and underpinnings. Only then, can an effective teaching development program be implemented.
During the needs analysis process this institution went through for the implementation of the new curriculum, clear signs were given by all stakeholders that a new kind of learner, with different needs and different learning goals could no longer be neglected. Learners who could not be present at every class, and yet, who were willing to continue studying needed to be taken into account. A more learner-centred approach to teaching would have to be put into practice to reach those students. Alongside the use of textbooks, ACBEU (1) would have to offer quality opportunities to help them learn English. We would have to offer online education. However, though highly qualified for face-to-face classes, ACBEU's staff lacks the necessary knowledge to achieve such a project. Clearly, before reaching our students, we must help teachers develop those skills.
What is online education?
To develop a program to train teachers to teach online, it is essential that the nature of online education be understood. Hence, a series of characteristics must be made clear: those that do not describe the online education for which our teachers must be prepared.
- Online education is not the automation of existing teaching practices. Bringing lectures, language drilling and multiple-choice tests to this new medium will only cause "cosmetic" changes. Teaching will be more time-consuming and more expensive, and just as (in)effective;
- It is not onlyabout the dissemination of content. More than the sharing of knowledge, online education should promote the construction of knowledge;
- It is not limited to the use of e-mail between the teacher and the learner. Peer discussion and a sense of community must be established;
- It is not a representational view of learning in which an acquisition metaphor guides design (Anderson et al, 1987). In a constructivist view, learning is primarily developed through activity (Papert, 1990);
- It is not focused on the individual; it emphasises social contexts for learning (Glaser, 1990).
Unfortunately, most online EFL courses designed and managed by Brazilian institutions still follow the model described above. ACBEU must not make the same mistake. We ought to establish a paradigm that is coherent not only with what researchers and practitioners have found to be pedagogically appropriate towards efficiency in online education, but also with our curriculum, the expression of ACBEU's pedagogical beliefs and its educational philosophy.
With this in mind, online education should…
- Facilitate communication between students, and between students and their teachers. Computer conferencing, including online debates and role plays/simulations can be excellent tools to teach English in a context;
- Value each learner's contribution for the accomplishment of both common and individual goals;
- Simulate rich learning environments in which language is used meaningfully;
- Bring challenges to learners so that there is a real need to communicate using the target language;
- Be learner-centred and based on constructivism-collaborative learning, authentic tasks, reflection and dialogue.
Regarding this last item, we should be wary of adopting a learner-centred approach to teaching that does not emphasise the importance of the role of the teacher. Contrary to what is frequently believed, a learner-centred approach to teaching does not mean releasing teachers from their common responsibilities, and simply passing them on to students. The truth is that quite the opposite happens, as explained by Alexander and Boud:
The irony of taking a student-centred perspective on these new opportunities is that this focuses us strongly on what the teacher/educational designer needs to do to maximize students' learning from experience. This focus on what the teacher is doing to enable learning may be seen contrary to current rhetoric surrounding student-centred learning, which focuses on what students do to the exclusion of what the teacher is doing. There is a vital role for pedagogy that is in danger of being neglected in the rush to make all things possible in the open environment of the Internet.
(Alexander and Boud, 2001, p.14)
(Alexander and Boud, 2001, p.14)
Teacher Development Program
Once the nature of online education is understood, the need for qualified teachers must be catered for. Investment in technology will be of no use if teachers are not trained to face this new educational paradigm. Although CALL systems have been around since the 1960's (PLATO project and TICCIT project), the characteristics of the model described above are still very distant from the great majority of EFL teachers. Many of them still need to develop even their basic computer skills. Besides, new teaching roles will have to be incorporated.
Once the nature of online education is understood, the need for qualified teachers must be catered for. Investment in technology will be of no use if teachers are not trained to face this new educational paradigm. Although CALL systems have been around since the 1960's (PLATO project and TICCIT project), the characteristics of the model described above are still very distant from the great majority of EFL teachers. Many of them still need to develop even their basic computer skills. Besides, new teaching roles will have to be incorporated.
The first step in this program should focus on training teachers in computer and Internet search skills. After that, a longer, more demanding development process will have to be supported. Teachers will have to be trained to act as e-moderators so that they can help promote the sharing and construction of knowledge within their groups of e-students. Learners (and e-learners especially) do not need 'right answer' replies or lectures from the teacher. What they need is to develop their critical thinking skills, their ability to negotiate meaning, and their aptitude to work collaboratively towards a goal. This can be best achieved through the use of Computer Mediated Conferencing (CMC), and the role of the teacher (e-moderator) in this process is crucial. The success of an online course will highly depend on how much effort is invested in the development of e-moderating skills in our teaching staff. As Salmon rightly explains:
There are examples where, despite early adoption of CMC, courses reverted to early technologies. This is often due to lack of support and development of teaching staff, or failure to manage the necessary organizational changes appropriately, or an inability to train e-moderators for expansion and development. (Salmon 2001, p. 55)
Since e-moderating is an activity essentially done by distance, there is no better way than to learn these e-moderating skills from experience. In other words, the teacher development program should be conducted by distance: learning online how to help others learn online. CMC should be used as the medium because, as stated by Andrusyszyn, it "[…] lends itself very well to discussion, brainstorming, sharing understandings, clarifying misconceptions, and developing knowledge in a collaborative way." To be effective e-moderators, teachers must be trained through CMC so that they can interact with peers and a tutor in the new medium, and have opportunities for real e-moderating practical experiences.
The roles of the e-moderator
I am not sure that I have any well formed ideas, at this stage, of how the online teacher shares or constructs knowledge. However, [...], I think I would suggest that one of the roles of the teacher, particularly at this level is to work in developing independent learners and assist them in their own skills of learning acquisition (as distinct to teaching). I suspect that this is easier in the f2f setting where subtle nuances such as learner discontent or disquiet could be picked up and dealt with quickly. Following that on, constructing knowledge in this paradigm of learning and teaching only comes, surely, from acting as the 'guide' and not the 'sage'? Once again, I think we are into the realms of cultural change and intensive, long term staff development.
Mike James - fellow student in the course Foundations of Online Learning and Teaching
Mike James - fellow student in the course Foundations of Online Learning and Teaching
According to Salmon, the most important role of the e-moderator is not that of transmitting knowledge, but that of engaging participants in the construction of knowledge. Learners should then be able to apply what was learned to new situations. In other words, the e-moderator should foster the development of critical thinking skills. Through the online development program, teachers will have the opportunity to acquire the competencies necessary for successful e-moderating.
As a result from a group task for the course Foundations of Online Learning and Teaching, some roles of the online teacher were discussed and listed:
- Create an atmosphere where participants feel respected for their views
- Enable induction into CMC to happen with support and leadership in a targeted way;
- Help learners who have trouble participating in discussions. The e-moderator has to assist them to find their confidence in communicating online on unfamiliar topics;
- Help participants with similar interests to find each other;
- Ensure that all learners feel part of a community, and that their problems and concerns do not occur in isolation;
- Recognise learners' individual talents and contributions. This is really important in that the e-moderator's comments should be inclusive of all the students;
- Provide a good balance of resources;
- Accommodate contributions with different timings. Since the learner decides on his/her timings, the e-moderator has to be prepared to participate outside of normal working hours;
- Know when to withdraw from active conference participation. One study has shown that in comparison to a traditional classroom, where the teacher contributes up to 80% of the verbal exchange, in CMC that figure is closer to 10 or 15%. This is certainly an important change in role and as such the tutor has to be prepared to let go of the reins. As students become confident, independent learners, as in stage 5 (Development) of Salmon's model (Salmon 2001), they will increasingly take on the role of moderating themselves, and at this stage the e-moderator will become more of an equal participant or learner. This may be hard for some tutors to accept;
- Introduce some discipline online through providing some guidelines and protocols. The e-moderator must take the lead in promoting mutual respect between participants, defusing problems and counselling any apparently alienated or offended individuals;
- Keep abreast of the conference issues and have knowledge of the material being discussed to be able to act as a summariser, reflector and source of external support if group process fails;
- Weave threads of thoughts, pulling together participants' contributions by collecting up statements and relating them to concepts and theories from the course and to their EFL teaching reality;
- Archive frequently to prevent ideas and arguments from becoming tangled and to give participants a sense of achievement and direction or redirection as the case may be.
(This list has been adapted from an original table produced by the collaborative work of John Cahil, Anamaria Camargo, Lesley Hyde, Cristina Leston-Bandeira and William Sharman)
Conclusion: Learning from experience
For 8 weeks I had the opportunity to read about and discuss the important issues related to online teaching in the course Foundations of Online Learning and Teaching towards a MEd degree in ICT for TESOL. I had the chance to see the roles listed above put into practice and I could experience how my learning was affected by each of the moves the tutor made (or didn't make). I also had the chance to e-moderate a discussion, which made me reflect on and live the challenges it involves. This highlighted the importance of learning through experience. There can be no better way of learning how to e-moderate than by actually doing it. The teacher development program I propose for ACBEU's teaching staff should follow the same model so as to give them the opportunity of learning and sharing in this rich environment. Only then will they be able to fully understand what is learning through CMC and the important role they play in it.
For 8 weeks I had the opportunity to read about and discuss the important issues related to online teaching in the course Foundations of Online Learning and Teaching towards a MEd degree in ICT for TESOL. I had the chance to see the roles listed above put into practice and I could experience how my learning was affected by each of the moves the tutor made (or didn't make). I also had the chance to e-moderate a discussion, which made me reflect on and live the challenges it involves. This highlighted the importance of learning through experience. There can be no better way of learning how to e-moderate than by actually doing it. The teacher development program I propose for ACBEU's teaching staff should follow the same model so as to give them the opportunity of learning and sharing in this rich environment. Only then will they be able to fully understand what is learning through CMC and the important role they play in it.
Footnote 1
ACBEU (Associação Cultural Brasil-Estados Unidos) is the institution I have worked for since 1986. For more information, refer to www.acbeubahia.org.br ACBEU
Acknowledgements
I would like to thank my tutor Debra Marsh for giving me constant support and for being a great example of this new teaching paradigm.
I would also like to acknowledge my peers in this course for providing me with invaluable learning opportunities.
I would like to thank my tutor Debra Marsh for giving me constant support and for being a great example of this new teaching paradigm.
I would also like to acknowledge my peers in this course for providing me with invaluable learning opportunities.
References
ALEXANDER, S. & BOUD, D. 2001. "Learners still learn from experience when
online". In: Stephenson, J., ed. Teaching and Learning Online. London:
Kogan Page Limited. pp. 3-15
ANDERSON, J. R. et al. 1987. "Cognitive Principles in the design of computer
tutors". In: Morris, P., ed. Modeling Cognition. Wiley, New York.
ANDRUSYSZYN, M. n.d. Instructor's Guide to Computer Conferencing. [Online].
Available: http://publish.uwo.ca/~maandrus/cmcgui~1.htm [March 4, 2002]
GLASER, R. 1990. "The re-emergence of learning theory within instructional
research". American Psychologist. 45 (1). pp. 29-39
LEVY, M. 1997. Computer-Assisted Language Learning. New York: Oxford
University Press Inc.
MAYES, T. 2001. "Learning technology and learning relationships" In: Stephenson,
J., ed. Teaching and Learning Online. London: Kogan Page Limited. pp. 16-26
PAPERT, S. 1990. "An introduction to the fifth anniversary collection". In:
Constructionist Learning. Harel, I., Cambridge, MA: MIT Media Laboratory
SALMON, G. 2001. E-Moderating The Key to Teaching and Learning Online. 2nd
ed. London: Kogan Page Limited.
ALEXANDER, S. & BOUD, D. 2001. "Learners still learn from experience when
online". In: Stephenson, J., ed. Teaching and Learning Online. London:
Kogan Page Limited. pp. 3-15
ANDERSON, J. R. et al. 1987. "Cognitive Principles in the design of computer
tutors". In: Morris, P., ed. Modeling Cognition. Wiley, New York.
ANDRUSYSZYN, M. n.d. Instructor's Guide to Computer Conferencing. [Online].
Available: http://publish.uwo.ca/~maandrus/cmcgui~1.htm [March 4, 2002]
GLASER, R. 1990. "The re-emergence of learning theory within instructional
research". American Psychologist. 45 (1). pp. 29-39
LEVY, M. 1997. Computer-Assisted Language Learning. New York: Oxford
University Press Inc.
MAYES, T. 2001. "Learning technology and learning relationships" In: Stephenson,
J., ed. Teaching and Learning Online. London: Kogan Page Limited. pp. 16-26
PAPERT, S. 1990. "An introduction to the fifth anniversary collection". In:
Constructionist Learning. Harel, I., Cambridge, MA: MIT Media Laboratory
SALMON, G. 2001. E-Moderating The Key to Teaching and Learning Online. 2nd
ed. London: Kogan Page Limited.