1. Fostering Collaborative Reflectivity among Teacher Trainees through Asynchronous Discussion Forums Meg Cassamally University of Nottingham IATEFL 2007, Chennai

2. Meg Cassamally, IATEFL 2007 Outline SSIS Programme MOODLE Asynchronous Discussion Forums (ADFs) Research Findings Conclusion

3. Meg Cassamally, IATEFL 2007 SSIS Scuola di Specializzazione all’Insegnamento Secondario 2-Year-Teacher-Training Course for Secondary Education

4. Meg Cassamally, IATEFL 2007 SSIS Programme ELT Methodology English Literature ESP (Technical and Commercial) Observations / Teaching Practice Online Discussion (ADFs)

5. Meg Cassamally, IATEFL 2007 MOODLE Modular Object-Oriented Dynamic Learning Environment www.moodle.com Based on Socio-Constructivist Pedagogy

6. Meg Cassamally, IATEFL 2007 Why Use MOODLE? Permanent record of students’ work Deadlines or timeframes can be set for assignments Extra tools such as lessons, quizzes, assignments.

7. Meg Cassamally, IATEFL 2007 Theory behind Asynchronous Discussion Forums Sociocultural theory highlights collaborative learning and the construction of knowledge SLA theories should provide a basis for online instruction Vygotsky’s (1978) Zone of Proximal Development (ZPD)

8. Meg Cassamally, IATEFL 2007 Asynchronous Discussion Forums in Teacher Training One / two tasks per module from: Set reading texts Observations Personal experiences as language learners Journals Written assignments

9. Meg Cassamally, IATEFL 2007 1st-Year Programme (13 Modules) http://moodle.lett.unisi.it/ http://moodle.lett.unisi.it/  Learning Styles  Listening  Communication in the Classroom  Speaking  The Sound System  Reading Vocabulary Learning & Acquisition Teacher & The Role of Theory Grammar Classroom Management Feedback Task-Based Learning

10. Meg Cassamally, IATEFL 2007 Reading Please comment on the reading strategies your teachers encourage in the classroom. What types of activities are being used and what do you think the underlying aims are?

11. Meg Cassamally, IATEFL 2007 The Subjects 16 language graduates: 1 native speaker; 15 Italian

12. Meg Cassamally, IATEFL 2007 Teacher Trainee, 2006 I must say that every time I have to confront myself with online forms, registration forms, forums etc. I tend to think that I preferred….smoke signals!

13. Meg Cassamally, IATEFL 2007 Previous Teaching Experience

14. Interactivity – 2nd Module T 2 11 4 5 6 1 11.1 2.1 10 8 7 9 3 4.1 9.1 12 13 15 7.1 12.1 6.1 5.1 14

15. 3rd Module – Collaborative Reflectivity 9.11.19.11.1 T 2 3.1 15 1 6.1 6 4 3 5 11 13 4.2 10.1 6 4.1 16 8 19 12 2.1 9.1 7 14

16. Meg Cassamally, IATEFL 2007 Feedback of ADFs after 1st Year

17. Meg Cassamally, IATEFL 2007 Comment 1 I had the opportunity to share different points of view which often helped me to understand the teaching methodology more clearly and deeply…my personal opinions sometimes needed to be modified and improved…I thought that to be a teacher mostly meant to do frontal lessons and to be the focus of the lesson itself. I soon realized that the teacher is the facilitator who has to foster the Ss’ learning process and the Ss are the ones who need to be active and involved in class.

18. Meg Cassamally, IATEFL 2007 Comment 2 ADFs actually helped me to build on my teaching knowledge by making me compare my class observation experience to the theory I was learning. I personally liked the opportunity of having my own time to stop and think of what I was learning so far, trying to find a good balance between theory and practice.

19. Meg Cassamally, IATEFL 2007 Comment 3 As an online participant I found….the ADFs provided further exposure to language and to teaching methodology as well. Moreover, it gave me the chance to reflect on crucial teaching points and compare ideas and knowledge with my colleagues.

21. Meg Cassamally, IATEFL 2007 Conclusion ADFs were successful in developing: an online community collaborative reflectivity trainees’ metalanguage teacher knowledge and identity learning opportunities beyond the classroom

22. Meg Cassamally, IATEFL 2007 Final Thoughts… ADFs clearly have the potential to facilitate reflective thinking among preservice teachers….For the potential of ADFs to be fully recognized, it is necessary…to continue examining factors involved with teaching and learning within this medium. Such insights will contribute toward achieving the full potential this medium has to offer teacher education. (Lee-Baldwin, 2005: 110)

23. Meg Cassamally, IATEFL 2007 Thank you - Grazie! meg.cassamally@nottingham.ac.uk