Who is the best person to support new users of a tool or technique? An expert? Or a person who just learned themselves?
Our department needed to interview a candidate in the US. I was asked to set up Skype for the interview. After that, another department needed the same thing. I explained how it was done, going so far as to show the person from the other department how to set up a Skype connection.
I consider using Skype as something that is pretty self evident. But the people asking did not. I had to readjust my thinking and zoom in on each step to make them comfortable. And that lead me to consider a few things, primary among them the question above. Was I the best person to be advising?
Granted, baby steps are the best way to ramp up difficulties in skill development, but isn’t creating a need and providing the Fine Manual for the learner to Read a better option?
Not only the expert issue, I started wondering about a cultural differences in tech support. The expectation I often find among my students is that if not every step is exhaustingly described, demonstrated, and checked at every level, they feel something is amiss.
There is no effort to look behind the process, no felt need to learn how things work, and how to take processes apart and put them back together again. Teaching very similar processes 3 or 4 times, I tend to start using shorthand I hope had developed during previous iterations of the activity. Oftentimes this leads to confusion, especially among students with low motivation and/or critical thinking skills, but does not correlate at all with intelligence or linguistic skills in the target language.
JALT is about to have its annual conference, this weekend in Tsukuba, east of Tokyo. The plan is to blog about the tech aspects of the conference through the weekend. Expect a flurry of shorter posts. We hope this will entice others to comment or even ask to post one or two. For a full list of tech-related presentations, go to the schedule and Select Language and Technology under View by Context. There are 45 available.
Students managing themselves in a “Round Table” discussion is one example of a Collaborative Learning activity. Not only do they provide benefit to the students in developing learner autonomy, but as a teacher they can provide a new way to lead students in critical discussion.
For those who want to try something new in their classes there is an opportunity for interaction with English native speaking students in many different countries.
I have known Joe Troyer for years through PenPal News. He started by putting students together on the web, much like Pen Pals. As it grew, he began to put together entire classes. I have not been able to participate because it has been limited to high school age.
This year, PenPal News is expanding and has over 30,000 people involved. Because it now serves university students as well as international students, the opportunity is open to us all. And fortunately, the schedule is right for those of us in Japan. If you sign up by October 15, you can start on October 27 for the six-week session, with 6 topics like Immigration, and Poverty.
It is designed to be self-contained so you could do most of the work outside of class. But I am going to integrate these topics into discussion to facilitate their outside work.
Take a look at the details. I will be doing it with about 50 students; 2 sections, plus a few who are just plain interested.
This summer break, I joined two THT programs, one in Vietnam and the other in Kyrgyzstan. I booked my flight on the Vietnam Air website and was invited to use the app Tripcase. It was a revelation. (their Youtube channel is here). More below the fold… Continue reading →