Tailoring Learning for International Students - Essay Example

Tailoring Learning for International A unit of instruction that uses the Internet in a variety of ways needs a context. The context in this discussion is a traditional college course and how it is designed for students coming from different countries. What follows is a sketch of the course and its units of instruction. These center around classroom and computer laboratory meetings. The meetings have a structure, or process, and the instructor has a limited number of roles to play. Student learning is based on choices in objectives and computer learning activities. The sketch concludes with an example learning objective and some different types of Internet activities to help meet that objective. Tailoring Learning for International Students Introduction to Computers is a beginning college course for intermediate level English students. The course takes place in the classroom and the computer laboratory with the instructor acting as a meeting facilitator, content presenter, and tutor. Although the course is documented online and uses the Internet, it is traditional face-to-face pedagogy (Wuensch, Aziz, Ozan, Kishore, & Tabrizi, 2008). Because students come from different national educational systems and they have different computer skills already, the course has to make room for these differences. Giving choices of which learning objectives to work on helps students develop their computer literacy as well as demonstrate practical skills. The course has ten three-and-a-half hour classroom-lab meetings. Each meeting is a three-step process. The process gives the instructor the roles above and looks like this. 1. What have you discovered? This is a review of required readings and what students have been working on so far. 2. What do you need to know? This step introduces new material and gives time for discussions and student presentations. 3. What do you need to be able to do? This step is about discovering and demonstrating skills in the computer laboratory. The topics for the class meetings show the general scope of the course. The student chooses one or more of the objectives for each meeting. If the objectives and their learning activities for a meeting do not give the student something new to learn , he or she can work with the instructor and decide what is best. Here are example objectives students can choose for the first five class meetings. 1. Course Overview, Computers and the Internet: The learner should be able to design a directory structure for a student taking three courses, or for an office worker involved in three projects. The design should include folder and file naming, the types of files included, and sample content for each. 2. Hardware and Software: The learner should be able to analyze a recent version of MS Windows and report on what it should have to be an operating system. 3. Word Processing: The learner should be able to create and print or upload a one-page, double-spaced text document showing as many features of the program as possible--fonts, point size, tables, columns, pagination, and so forth. 4. Presentations with Media: The learner should be able to produce a simple outline of a presentation for school or work with at least five PowerPoint slides. 5. Spreadsheets: The learner should be able to create two original spreadsheets, one showing a personal or project budget with monthly and annual sample numbers and one showing the formulae for the calculations. These are the rest of the topics for the meetings: Mid-Course Exam; Databases; Sharing Information on the Web; Current Issues and Review; Final Presentations and Exam. To show how this course uses the Internet to meet learning goals or aims for different students, the first thing to remember is that the course’s approach already tells the teacher what to do. When a student selects an objective for a topic, choices of what the student does in order to learn opens up . Here is an example from meeting three. The learning objective is that the student should be able to list five Internet applications for school or work. The list should include why each application is helpful. Computer lab activities to help learn or demonstrate meeting this objective include the following types and examples. A student would work on one or more of these. Search: Search for "computer operating system" using Google and define what it is. Quest: Go to the Web sites for two different operating systems and find what applications come with them and what each does. Afterwards, open the programs menu on your computer and find out if you have these applications. Message Board: Go to the university learning server and leave a message on the Newbie forum about programs students find most useful for their school work. How many different programs do students list? Are any from the Internet? OCLC: Go to the university library catalog online and find this article: Pierre Dillenbourg (2008). Integrating technologies into educational ecosystems. Distance Education, 29(2), 127-140. E-mail: Copy and paste the abstract of this article into an e-mail and send your instructor a copy. Reading: Read the article. Does it say anything about Internet application programs? Self-archiving: Put a short bibliography for a paper on one of the free bibliography Web sites. Then retrieve it in print or document form. Document Storage: If you have a Gmail or Yahoo account, go to the document storage area and upload a document, maybe a draft of one of your papers. Reference: Look up APA style guide online. Can you use any of the information presented to complete assignments for this course? If one sees these activities as part of the design of teaching a lesson, the above fall into place in the process. First is in the classroom. The teacher talks about two or three things you can use computers and the Internet for. The teacher leads a discussion. Step two is also a classroom activity. It might be to hear and watch a PowerPoint presentation on how to access some online resources like the ones in the lab learning activities. The instructor would make the presentation. Finally, the students work out their own list of applications to help them in work or school. The instructor circulates in the lab helping and tutoring to make sure students are learning and completing the work each chose. Reference Wuensch, K. L., Aziz, S., Ozan, E., Kishore, M., & Tabrizi, M. H. N. (2008). Pedagogical Characteristics of Online and Face-to-Face Classes. International Journal on ELearning, 7(3), 523-532. Read More