104年第1學期-5099 網路學習社群與外語教學 課程資訊
|Class attendance/attitude/discussion||20||A student will lose 5 points of his/her final grade for each unapproved absence. If students miss four classes, they will fail the course.|
|In-class article report and book summary||25||Students will take turns to report the book chapters and journal articles assigned to them.|
|Design of an online learning platform||20||Students will be instructed to set up and design an online learning platform under the assistance of the|
|Oral presentation of a mini-teaching project||15||Students will give a 30-minute oral presentation of his/her mini-teaching project, followed by a 10-minute Q & A.|
|Written report on the teaching project||20||Each student will hand in a 20-page double-spaced written report delineating his/her mini-teaching project as well as its implication(s) for foreign language education.|
By the end of the course, students should have achieved the following objectives:
1) understand the major theories related to online learning communities
2) become familiar with the approaches to the study of second/foreign language education in online learning communities
3) critically evaluate the strengths and limitations of the theories and practices of online learning communities
4) design and build an online learning platform by using Moodle, Wiki, or Weblog
5) conduct a mini-teaching project on using the online learning platform
6) write a report on the mini-teaching project
Office HourTuesday & Thursday (1:00 ~ 2:00 pm) or by appointment at FLLD Office #17
1. Required Textbook:
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: effective strategies for the virtual classroom (2nd edition). San Francisco, CA: Jossey-Bass.
2. Selected Articles and Book Chapters: (subject to change)
Bañados, E. (2006). A blended-learning pedagogical model for teaching and learning ESL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550.
Bandura, A. (1977). Theoretical perspective (Chapter One). In A. Bandura, Social learning theory (pp. 1-13). Englewood Cliffs, NJ: Prentice Hall.
de Almeida Soares, D. (2008). Understanding class blogs as a tool for language development. Language Teaching Research, 12(4), 517-533.
Lang, Q. C. (2010). Analysing high school students’ participation and interaction in an asynchronous online project-based learning environment. Australasian Journal of Educational Technology, 26(3), 327-340.
Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62(8), 638-648.
Liu, M. H. (2008). Integrating an online learning community into non-major freshman English instruction. College English: Issues and Trends (vol. 2, pp. 127-154). Foreign Language Center, National Chengchi University.
Lowenthal, P. R. (2009). The evolution and influence of social presence theory on online learning. In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 124-139). Hershey, PA: IBI Global.
Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Education Media International, 40(1), 127-138.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and distance learning, 2(1). Retrieved October 25, 2010, from http://devrijeruimte.org/content/artujekeb/constructivism.pdf
Simina, V., & Hamel, M. J. (200