Universidad de Antioquia School of Languages Tools and Strategies for E-Learning, a Workshop Combining Theory and Practice Jorge Pineda Luis Tamayo @jorgeepineda @ludotano

The institution (1) Colombia Medellín 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

University of Antioquia The institution (2) University of Antioquia Facts about the University: 130 undergraduate programs 184 graduate programs About 35.000 undergraduate students About 3000 graduate students About 2000 faculty members 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

Key concepts (1) Professional development. An ongoing learning process in which teachers engage voluntarily to learn how best to adjust their teaching to the learning needs of their students. A renewal of professional skills and knowledge. The preparation of teachers has to continue because the pre-service preparation of language teachers is insufficient or inexistent. González (2003), González, A., Montoya, C. & Sierra, N. (2002), Sierra, A. (2007), Diaz-Maggioli (2004), Richards and Farrell (2005) E-moderation. the teaching and learning processes carried out in online or in blended environments . E-moderator. the person in charge of administering those processes. E-moderators’ characteristics. understand online processes, certain level of technical and communications skills, certain level of content expertise, the determination to become an e-moderator. Salmon, (2002, 2011, 2013) 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

Key concepts (2) E-tivity. A framework for facilitating active learning in an online environemt.  It  involves learners interacting with one another and with the course tutor in an online communication environment (in order to complete a particular task).  Salmon, (2002, 2013) Instrumental use of technology. The operative use of technological tools (setting up a blog, a wiki, a website) Pedagogical use of technology. The integration of technology in the teaching and learning processes to make a concept or a process teachable. Ministery of Education, Colombia. (2008) UNESCO. (2008) 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

The workshop (1) Objective Structure To provide teachers with tools and strategies to improve their pedagogical practices in hybrid, and web-based language courses 5 modules Module 0. Basic Information about the course Module 1. E-moderation and E-tivities Module 2. Moodle Resources Module 3. Out-of-moodle resources Module 4. Practical activity 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

The workshop (2) Activities and materials Readings Online discussions 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

The workshop (3) Tutorials Video tutorials 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

The workshop (4) Final activity Participants design, implement and evaluate an e-tivity using at least (1) moodle resource and (1) out-of-moodle resource. 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

Lessons learned Positive aspects Aspects to Improve It’s been offered to all the faculty from the School of Languages It’s been incorporated as an institutional initiative from the School of Languages It’ll be offered continuously It was offered in a blended modality Very short (only 32 hours) Some participants dropped the course due to their poor technological skills 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

What’s next for the course To be offered completely online To devote more time to deeper explore the concepts and tools To offer online and in-office advisory sessions To become a continuous professional development strategy Link to view the course goo.gl/UfqvKb 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014

References Diaz-Maggioli, G. (2004). A passion for learning: Teacher-centered professional development. Alexandria, VA: Association for Supervision and Curriculum. Retrieved from http://www.cal.org/resources/Digest/0303diaz González, A., Montoya, C. & Sierra, N. (2002). What do EFL teachers seek in professional development programs? Voices from teachers. IKALA 7(13). 29-50. González, A. (2003). Who is educating EFL teachers: a qualitative study of in-service in Colombia. IKALA 8 (14). 153-172. Ministery of Education. Colombia. (2008). MTIC - Programa Nacional de Uso de Medios y Tecnologías de Información y Comunicación del Ministerio de Educación.  Available in: http://www.colombiaaprende.edu.co/html/home/1592/article-126427.html Richards and Farrell (2005). Professional Development for language teachers. Strategies for teacher learning. New York. Cambridge University Press. Salmon, G (2011). E-moderating. The key to teaching and learning online third edition. New York. Routledge. Salmon, G. (2002). E-tivities. The key to active online learning. London. Routledge. Salmon, G.(2013). E-tivities. The key to active online learning. Second edition. New York. Routledge. Sierra, A. (2007). Developing knowledge, skills and attitudes through a study group: a study on teachers' professional development. IKALA, 12(18), 279-305. UNESCO. (2008). Estándares de Competencias en TIC para Docentes. Available in: http://www.riate.org/archivos/Est%C3%A1ndares%20Competencia%20TIC%20para%20Docentes%20UNESCO.pdf Consultados el 11 de junio de 2009 7th Annual International Symposium on Emerging Technologies for Online Learning. April 2014