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COLLABORATIVE DIGITAL VIDEO PROJECT IN A FOSTERING LEARNER AUTONOMY IN…
COLLABORATIVE DIGITAL VIDEO PROJECT IN A FOSTERING LEARNER AUTONOMY IN ENGLISH FOR SCIENCE: TECHNOLOGICAL LEARNING ENVIRONMENT
Christoph A. Hafner
Lindsay Miller
City University of Hong Kong
Autonomy in learning
Learner autonomy is often mistakenly equated solely with independent out-of-class learning in which learners are in control of all aspects of their learning process. In this view, an autonomous learner is one who is intrinsically motivated and learns outside the classroom, alone, and with no need for support from the teacher.
In courses that seek to promote learner autonomy through the use of technology, it can be useful to draw upon a constructionist view of language learning. A constructionist approach can encourage students “to learn in a social context and help them to develop an ability to readily create new knowledge, solve new problems and employ creativity and critical thinking”
The concepts behind learner autonomy have been promoted in the literature over the past 30 years and it is a concept which has attracted interest by language teachers as we have moved toward more communicative pedagogical approaches which encourage students to participate in their learning more fully
In a classroom-based pedagogical approach that encourages learner autonomy, the teacher creates opportunities for learners to exercise their capacity for autonomy by providing an environment in which
they can negotiate new roles as learners within the “social context” (Breen, 1986) of the classroom setting.
The development of the capacity and willingness to act independently is perceived by many as an important goal in language education. To do this, an appropriate learner-autonomy-based pedagogy, for example project-based learning, should be adopted.
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Benson and Chik (2010) point out that emerging globalized online spaces provide new opportunities for language learning to occur autonomously as part of learners’ everyday literacy practices
It is often assumed that the use of technology in language teaching and learning fosters learner autonomy by providing learners with easy access to a range of resources, tools, and environments for out-of-class learning
One possible pedagogical strategy is to adopt a student-centered project-based learning approach (Warschauer, Schetzer, & Meloni, 2000), utilizing the same kind of media and technological environments that learners are engaged with outside of class.
Digital stories combine traditional storytelling and narration with images, video, and audio (e.g., a soundtrack or other sound effects).
Students constructing digital stories must combine a variety of traditional and new literacies to create their multimodal product
In digital storytelling projects, the use of multimedia technology allows learners to create a multimodal artifact which, unlike many academic writing tasks, strongly resembles texts that students encounter through the media as part of their everyday lives.
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