Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment
Christoph A. Hafner
The Course description
Combined elements of project-based learning and a "pedagogy for multiliteracies" to produce a strong learner autonomy
Reports on the syllabus design & implementation of an English for Science & Technology (EST) course at an English-medium university in Hong Kong
A major component of the course: a student-centered digital video project
Autonomy in language learning
Introduction: research conducted as "new literacy studies" emphasizes the need to develop pedagogical strategies ✏
The ability to take control over one's learning; a "capacity for detachment, critical reflection, decision-making, independent action"
A Constructionist approach
Can develop in the structured learning environment of the classroom & become a part of the pedagogical objectives of a course
Project-based approach-not teacher fronted; teacher makes activities including learner diaries, group work, poster presentations
New Techs & New Practices in LL
A learner-autonomy project-based learning supports reflection, interaction, experimentation, participation & technology
Self-directed-out of class learning
Adopting student-centered project-based approach, utilizing the same kind of media & technological environments
Digital stories combine traditional storytelling & narration with images, video & audio
A digital story project must encourage students to focus on the story, not the technology, & focus on issues of language use
Method: a qualitative approach
Data sources
Context
Weblog Comments
Focus group interviews
Questionnaire
An English-medium university in Hong-Kong
Students worked in 3 groups:
a) do background research & develop a hypothesis for the experiment
b) carry out the experiment, documenting the procedure & results
c) present findings to the class in the form of a multimodal scientific document
2) course Weblog for weekly reflective discussions on coursework
Design of the technoloical Learning environment
1) Learning management system for course administration
3) DV cameras & editing software for video production
4) resources Web site for support with video editing sofware
5) You Tube channel for sharing the videos created
Partcipants: 18-23 year upper intermediate students
Findings & Conclusion
The main things from the findings: motivation, authenticity, independent learning, teamwork, peer-teaching & reflection on learning
Show how it is possible to draw upon students' litearcy practices in unstructured , informal learning contexts in order to design a technological learning environment capable of fostering learner autonomy in a structured setting