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