143.LMS and collaborative learning

 

A learning management system is a software for educational institutions to track reporting, training programs, automation and delivery of educational courses, learning & development programs, maintain classroom activities records, create the best syllabus, teaching plans, and online assessments to maximize students' learning outcomes.

 

LMS can be used to facilitate and manage learner collaboration  by:

 

*Providing  “learning feeds”

*Facilitating  effective discussions

*Harnessing  the power of learner-generated content

*Game-based learning

 

Please view

Here’s How Your LMS Can Facilitate Collaborative Learning

By CommLab India Bloggers

https://blog.commlabindia.com/elearning-development/lms-for-collaborative-learning

 

142.Transcription

 

Transcription helps you convert recorded speech to text. Transcription, or transcribing as it is often referred to, is the process of converting speech from an audio or video recording into text. Transcription entails more than just listening to recordings. The content must be understood and nothing should be omitted.

Nature of transcription job.

 

Transcribing entails listening to recorded audio (or video) and typing what you hear word-for-word. The audio files are varied and can include focus groups for market research, interviews, meetings, phone calls, zoom calls etc.

 

A transcriptionist is a specialist in documentation. The job entails listening to voice recordings and converting them into written documents. It requires patience and serious training.

 

The job might involve transcribing recordings of legal, medical, and other topics. Becoming a transcriptionist requires having excellent typing skills and keen hearing. It requires accuracy and a commitment to producing a written document of high quality. 

 

Adapted  from What is the Job of a Transcriptionist and How to Become One

 by Seldean Smith

https://www.daytranslations.com/blog/how-to-become-a-transcriptionist/

 

141.Self instructional module

 

Self-instruction strategy is a self-regulation strategy that students can use to manage themselves as learners and direct their own behaviour while learning (Graham & Reid, 1992). It is a strategy by which students self-tutor and self-monitor themselves.

 

Characteristics of self instructional modules

Self-learning materials are designed based on learning theories, to a large extent on the basis of an eclectic approach combining behaviouristic, cognitive, and constructivist learning theories.

Self-Explanatory: The self-learning materials are written in a way that does not require any intermediary (teacher) to explain the content. This means, the content is written in simple language and in small chunks to help distance learners assimilate the content by reading and working through the instructions.

Self-Contained: The self-learning materials are prepared in such a way that the distance learners normally do not require additional materials to learn the concepts/ subject matter.

Self-Directed: As distance learners study in isolation, it is important that the self-learning materials are designed in a way that provides necessary directions to the learners to study and progress. This is done in the self-learning materials by using a variety of techniques including the use of hints, notes, graphics (icons) and explicit directions on how to do, what to do and what is expected of the learner.

Self-Motivating: One of the major roles of a teacher in the face-to-face education system is to motivate and encourage the learners towards study and research.

Self-Evaluating:. The self-evaluating characteristics of distance learning materials envisage that the distance learners use the learning material in an active manner. Learning activeness is the key, where use of in-text questions, self-assessment questions, unit-end exercises, reflective action-based activities and feedback all play significant roles.

 

Adapted  from Self Learning Materials…by Tumbaach

Please view:

https://onlinenotebank.wordpress.com/2022/01/15/meaning-and-characteristics-of-self-learning-materials/

 

Please view 

What is self instruction?

https://sdlmi.ku.edu/m11-content-and-strategies-1/

For Specimen self instructional module please view:

http://arcmit01.uncw.edu/hpl0346/links/food_pyramid_mod.pdf

140.ESL and inclusive education

 

Adapted from article in The Progressive Teacher

*Inclusive Education means that the learners are admitted to the institution irrespective of being able or disable. The learners are given the same activities without discrimination or being biased.

*Disabilities normally found in learners are:

-Vision impairment- difficulty in developing reading and writing skills.

-Hearing impairment - problem developing listening and speaking skills.

-Physical disability - problems related to developing motor skills.

-Learning disability-difficulty in paying attention to the teacher; problem in memory retention and reproduction.

-Intellectual disability- lower IQ in these learners than expected of their age.

But the peers/scholars advocating Inclusive Education feel that if some good practices are implemented then these difficulties can be overcome.

Hindrances in normal course

* Hostile environment in the schools: they lack the ability to interact in social settings.

*Always under the threat that someone may laugh at their faulty language.

*Learners are more dependent on teachers.

*Anxieties of speech, namely  fear of failure, fear of audience, fear of breaking the rules and many more.

Approach to teaching ESL as Inclusive Education

* The teacher should create positive learning environment by not discriminating the learners.

* The teacher should structure the activities so that the disabled learners can also take part in it. This will make the learners feel that they are not out of place.

*Avoid using verbal or non-verbal communication that will have a negative effect on the disabled learners.

* Care should be taken to match the needs  of learners- Eg;seating arrangement 

 

Please  view:

English as a Second Language (ESL) for Inclusive Education

By Ajit P Thosar

http://www.progressiveteacher.in/english-as-a-second-language-esl-for-inclusive-education/#:~:text=Language%20development%20should%20be%20a,skills%20wherever%20it%20is%20possible.

 

139.Problems in teaching ESL learners

 

1.Students speak more of their native language than English

 

2-2. Students take control of the lesson

 

3.A student in particular dominates the lesson

 

4.Students are too dependent

 

5.Students are bored or unmotivated

 

6.Students arrive late or disrupt the class

 

7.Students don’t do homework

 

For  full article please view

7 Most Common ESL Problems and How to Solve Them by Claudia Pesce

 

https://busyteacher.org/12794-7-most-common-esl-problems-how-to-solve.html

 

138.Action research in ELT

 

Action research is a development tool for a teacher that involves observing or gathering other data about a class through interviews, case studies, and questionnaires. A teacher can establish a cycle of identifying problems, planning changes in response, implementing changes and gathering and analysing data to evaluate the implementation. Action research can be used to help general development or to resolve specific problems with teaching or learners.

 

Example
A teacher has problems with giving feedback to learners on speaking problems and decides to record their classes. They then analyse the recordings to identify more effective ways of correction. They implement changes based on this, and collect data to analyse whether feedback is now more useful to learners.

 

In the classroom
Peer observations, learner and teacher diaries, audio and video recordings, case studies, questionnaires and interviews with learners are all methods that can be used to gather data for action research.

Please view:

 

https://www.teachingenglish.org.uk/article/action-research

https://www.teachingenglish.org.uk/article/action-research-easy-1-2-3

137.ESL learner issues

 

*Challenges Faced By Learners In ESL: A Case Study

This paper investigates the challenges faced by the ESL learners of Institute of English Language and Literature (IELL), University of Sindh, Jamshoro, Pakistan. Please view:

https://www.researchgate.net/publication/341385368_CHALLENGES_FACED_BY_LEARNERS_IN_ESL_A_CASE_STUDY_OF_INSTITUTE_OF_ENGLISH_LANGUAGE_AND

*************************************************************Problems in *Teaching Grammar to English Learners at Secondary Level

This  study highlights the problems in teaching English grammar to the secondary school learners.

Please view:

https://www.researchgate.net/publication/330846019_Problems_in_Teaching_Grammar_to_English_Learners_at_Secondary_Level

**************************************************************

*Pronunciation Problems: A Case Study of English Language Students at Sudan University of Science and Technology

Please view:

https://www.researchgate.net/publication/287556202_Pronunciation_Problems_A_Case_Study_of_English_Language_Students_at_Sudan_University_of_Science_and_Technology

****************************************************

Certain challenges  ESL learners  face

 #1: The plateau

#2: Lack of confidence

#3: Virtual learning fatigue

#4: Overscheduling

#5: Overambition

#6: Demotivating classmates

 

Please  view:

 6 Common Challenges ESL Students Face (and How Teachers Can Help)

By Peri Destina Eryigit

https://bridge.edu/tefl/blog/challenges-esl-students-face/