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Distance Education
Distance Education
Distance Education
BRIEF HISTORY
Organized correspondence in 1856 by Charles
Toussaint and Gustaf Langenscheidt
1940s- educational radio
1950s- 16mm film
1960s- broadcast television (live and pre-taped)
1970s- audiocasettes
1980s- live satellite delivery, video compression
Non-immersive
Student-centered
LTT > TTT
ASYNCHRONOUS MODE
Learning opportunities can be accessed any time
Computer-mediated Communication (CMC) opened
up possibilities for interacting with native speakers
ADVANTAGES: learners can participate and
respond at their convenience
SYNCHRONOUS MODE
time and opportunity for learners to participate is
controlled, which means that it is a less flexible
option
can be highly motivating because learners feel less
isolated and gain energy and inspiration from the
learning group
(Mason, 1998) gives opportunity to convey tone
and nuance helps to develop cohesion and the
sense of being part of a learning community
Preparatory/Pre-session
Remedial/Tutorial/Augmentary
PRINCIPLES IN CHOOSING/USING
TECHNOLOGY FOR ESL (BROWN)
Look for technologies over which you can get
control, especially communication technologies.
Look for technologies that will allow students to
publish their writing.
Look for technologies that will allow you to record
oral language.
PRINCIPLES IN CHOOSING/USING
TECHNOLOGY FOR ESL (BROWN)
Encourage students to work collaboratively to
create group texts.
Encourage students to use technology in
responding creatively and critically to the books
they read.
PRINCIPLES IN CHOOSING/USING
TECHNOLOGY FOR ESL (BROWN)
Use technology to promote critical reflection.
Use technology to engage your students in
dialogue with another class: long-distance teamteaching partnerships. (Brown, 1993, pp. 193-197)
CHALLENGES
CHALLENGES
THANK YOU!