FOSTERING LEARNER AUTONOMY IN ENGLISH FOR SCIENCE: A COLLABORATIVE DIGITAL VIDEO PROJECT IN A TECHNOLOGICAL LEARNING ENVIRONMENT Christoph A. Hafner
Design of the Technological Learning Environment
stages of project
planning
filming and editing
sharing
technology
in-class support
Reading workshop
Internet search tools
technology
In-class support
DV editing software
Resources website
DV cameras
Video workshops
in-class support
technology
Face-to face sharing session
Course weblog
Course YuoTube channel
Autonomy in Language Learning
CONCLUSION
Data Sources and Analytical Methods
Adopted a qualitative approach
Research instrument
Anonymous questionnaire
Student focus groups
Student Weblog comments
Analysis summary
60 coded segments
612 coded segments
409 coded segments
FINDINGS
Motivation
Authenticity
Independent Learning
Teamwork and Managing the Learning Process
Peer Teaching
Reflection on Learning
students were
engaged in a 21st century task utilizing multimodal texts, media, and online environments that were meaningful to them
students were able to share their videos through the Internet, engaging an authentic audience including their peers , other social networks and the wider public.
"Capacity for detachment, critical reflection, decision-making,
and independent action” (Little, 1991, p. 4).
the focus of the syllabus is clearly on a student-centered approach
To develop an ability to readily create new knowledge, solve new
problems and employ creativity and critical thinking” .
Students constructing digital stories must combine:
roles (e.g., script writer, director, editor)
skill development opportunities
research skills (e.g., finding and analyzing information)
writing skills (e.g., preparing a
script)
organizational skills (e.g., managing the project),
technology skills (e.g., learning new multimedia
evaluation skills (e.g, critiquing own and others’ work)
presentation skills (e.g., deciding how best topresent information to an audience)