Training CALL teachers online

1. CALL and online learning

1) The need for an online CALL course
-Online class: just-in-time, any-time, anywhere learning
-need
-pursuing graduate degrees to remain employed,
-reduce the cost of travel to campus significantly,
-customize completion of course work to their own schedule and
needs
-partnerships with institutions of higher learning overseas

2) Overvirew
-topic: the criteria that are important for teacher trainers and
teacher training programs to consider when implementing such
a course.
-1. the approach taken in the CALL Online course
-2. content, structure, and pedagogy of the course in terms of
the major components(interaction, collaboration, and
task/project-based assessment) that have ensured its
successful delivery
-3. challenges, solutions to those and lessons learned will be
discussed.
-4. hear about the course in the words of the learners and plans
for the future

2. The approach of CALL Online at Saint Michael’s College

-online course can be as interactive, collaborative, task-and
project-based as a face-to face course on training teachers in
CALL(on-line = off-line)
->establishing a vibrant community of learners
->modeling “how to use technology in the teaching and learning
process” in an online environment
1)Evolution of CALL Online at SMC: The three phases of
development
-phase 1
-The major support element of the course: instructor-created
Web pages that integrated the resources and technology tools
used in the course
-links to hands-on tutorials or workshops on Windows, Word,
PowerPoint, FrontPage, Audio/Video, and Distance Learning tools
-supplementary, static elements of the course
-phase 2 다양한 웹사이트 도움 받기 시작
-expanded to a comprehensive Web site for CALL Online
(+ a dynamic and interactive element for communication)
- major building blocks for an online course
: (1) the Course Home page with a picture and Welcome Video
(2) a Getting Started file with instructions and orientation to
the course
(3) the Syllabus
(4) the Course Calendar with links to weekly Tasks and
Assignments
(5) Tools (How To’s),
(6) Communication
(7) Resources
-phase3 모두 통합한 하나의 프로그램
-CALL Online was migrated to the course management system
(CMS) of eCollege for integrated, “one-stop” delivery of both
content and communication
-Today, the CMS is part of the institutional support system of
the college, including access to all campus resources

2) The guiding premise of CALL Online

-The guiding premise for the author and course designer of CALL
Online was, therefore, to maintain the integrity of the learning
and teaching experience.
1. providing a teacher training experience through online CALL
 that results in active learning as demonstrated by high-quality
outcomes
2.finding ways to create an effective, involved, enthusiastic
learning community that transcends the boundaries and
limitations of the online environment while also taking advantage
of the tools and resources available through online delivery
3.modeling effective incorporation of technology into the
classroom through hands-on, task- and project-based
experiences that follow a constructivist, inquiry-based approach

3) Goals and objectives of CALL Online

-Warschauer’s four “electronic literacies” provide the “common
denominator” to express these multi-faceted competencies
1. computer literacy
2. information literacy: 지식정보처리역량
3. multimedia literacy
4. computer-mediated communication(CMC) literacy
-To satisfy these literacies, CALL Online participants are expected
to...
1. establish a vibrant learning community
2. learn various technological tools, applications, and resources
for authoring activities and materials for classes through
practical tasks and projects
3. review and evaluate the various technological media, tools, and
resources
4. review readings on the history and current research in CALL
and discuss the environment of CALL

4) Structure and content of CALL Online

(1) course design and components
<course design>
-incorporates tools of computer-mediated communication (CMC)
- follows a teaching approach that encourages collaboration and
 interaction in an online format
-based on the principles of simple architecture and consistent
organization
<course components>
1. tasks and assignments
2. communication and interaction
3. collaboration
4. task- and project-based assessmen

(2) Tasks and Assignments

1. Hands-on projects
-completing hands-on projects that can be short-term (weekly)
or longer-term (semester-long)
-The tasks consist of links to tutorials, workshops, or online
“handouts” for learning technology tools(->applications)
-The teaching tools are designed for an authentic purpose with
a pedagogical focus
2. Models
-the teacher trainees download and review models previously
constructed by peers and by the CALL course teacher to
confirm they are “on the right track.”
3. Readings
-the assigned readings of book chapters, articles on the Web or
links to electronic databases in the library
-> synthesize theory and practice
-facilitate the construction of knowledge
-engage them in the learning process through reflection on the
technology presented in the context of theory, research, and
pedagogy.
-summaries of and reactions -> drawing on their personal
experience & pointing out the strengths and possible
limitations or weaknesses of the proposed applications,
(especially as they relate to the classroom.)
4. hands-on links
 -hands-on links to outside resources that provide additional
illustrations of possible uses of the technology under
discussion.
-they allow the teacher trainees to explore ‘alternative’
applications of technology tools -> critical to the delivery of
content in CALL Online

(3) Communication/interaction in CALL Online

1.communicates and interacts is critical to the success of CALL
Online and to the achievement of computer-mediated
communication (CMC) literacy
2.Communication in an online environment basically occurs in
two forms: asynchronous(delayed) / synchronous(real-time).
->Asynchronous communication(old technology)
–e-mail: teacher-to-learner(s) or learner(s)-to-teacher
–announcements posted on the course home page
–threaded discussions about the readings in the Reading
Discussion Forum
–moderators leading the weekly threaded discussions about
readings, tasks, and hands-on links by posing questions,
fielding responses, and guiding discussion
–threaded discussions about tasks and hands-on links in the
Sharing What You Learned Discussion Forum
–uploading of individual and group projects for peer review
and teacher assessment
–uploading and sharing of individual projects for teacher
assessment
–uploading and sharing of text and audio comments on
projects (teacher and peers)
–uploading and sharing newly-found links
->Synchronous communication(recent technology)
–required class chats in the course site about the pedagogical
effectiveness and implementation possibilities of various
technology and teaching tools
 –conferences with project groups or teams, using text, voice,
and Webcam –usually with Yahoo!Messenger
–frequent group and individual chat conferences, using text,
voice, and web cam – usually with Yahoo!Messenger
–virtual office hours in the chat room
3.based on a modified version of the “Indicators of Engaged
Learning”
:The teacher as facilitator
-> monitors the discussionsand project work
-> functions as a guide to help students construct meaning
through modeling, mediating, explaining, redirecting focus,
and providing options.
⇒ Students will be willing to take risks to explore areas outside
of his/her expertise.
4.absence of the “human factor”
:the learners want to know that a message was received and
that feedback will be given
:they also want to be acknowledged, supported, and/or
redirected in their discussions
5. To compensate for the absence of the “human factor”,
: the usual verbal and nonverbal cues are substituted through
various other means and in as many combinations as possible
in CALL Online
(4) Collaboration in CALL Online
-four elements of learner-centered collaboration
: 1. shared knowledge among teachers and students
2. shared authority among teachers and students
3. teachers as mediators
4. heterogeneous groupings of students
-Group projects in CALL Online are carried out in a variety of
ways
: 1. peer reviews on class members’ short-term projects
2. a collaborative review of three Web sites
3. a collaborative WebQuest about WebQuests
 4. setting up a shared class space
5. two long-term projects: a CALL lesson for a WebQuest and a
WebQuest

(5) Task- and project-based assessment in CALL Online

-learner-centered and teacher-directed, as well as formative,
summative, and ongoing.
-completion of interactive and collaborative tasks(40%)
-> provide feedback on each other’s work (learner-centered
assessment)
-> make adjustments to their projects based on peer reviews
and comments from the instructor(formative assessment)
-performance–based projects and rubrics(60%)
-> projects, learners receive feedback in their threaded
discussions(ongoing: informal하고 수시로 제공하는 피드백)