Micro-lessons as a Response to Emergency Remote Teaching
Micro-lessons as a Response to Emergency Remote Teaching
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微课应对紧急远程教学
DOI：
10.1109/lwmoocs53067.2022.9927755
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Ilic Peter
中科院分区：
文献类型：
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作者：
Ishikawa;R.;Yogi;M.;& MacLean;G.;Ilic Peter
COVID-19危机迫使传统的面对面、混合和混合学习体验迅速转向非现场学习，大大减少了通常的规划和设计时间，并对课堂课程的现有框架产生了负面影响。这种紧急远程教学（ERT）是由于危机而将教学交付临时转换为备用交付模式。本报告将讨论如何使用技术来提高学术英语（EAP）单词，单词以上，以及通过微课程进行的中级语言教学。这些课程由一个在线内容管理系统托管，为学习者提供支持。从这一经验中吸取的教训应该适用于使用大型MOOCS的内容设计师，他们有兴趣在他们的课程中添加微型课程。主要的挑战是课程设计者可用的时间轴短，以及难以将一些宏观课程划分为实用的微观课程。这在处理单词级别时相对简单，例如最小对的发音。但是，在为功能制作课程时，课程时长往往接近微课程长度的极限。功能句的例子需要更多的视觉参考，而可能的句型种类繁多，要求许多模式不能包括在内。概括和个人意见的功能通常需要相对大量的文本输入，这是耗时的评估，但对即时反馈的需求意味着微课程必须接受机器可测量的学生输入。出于这些原因，研究人员认为，语言功能最好是在虚拟课堂和补充微型课程中呈现给学生，学生可以随时自由访问。演示期间将展示微型课程的实例。
The COVID-19 crisis forced a rapid shift away from traditional face-to-face, blended, and hybrid learning experiences to off-site learning, drastically reducing the usual planning and design time and negatively affecting the existing scaffolding of an in-class course. This Emergency Remote Teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis. This presentation will discuss the use of technology for enhancing English for Academic Purposes (EAP) word, above-word, and sentence-level language instruction through micro-lessons. These lessons were hosted on an online content management system to provide support for learners. The lessons learned from this experience should be applicable to content designers using larger MOOCS that are interested in adding micro-lessons to their courses. The main challenge was the short timeline available to the course designers and the difficulty in dividing some macro-lessons into functional micro-lessons. This was relatively simple when dealing with the word level, such as the pronunciation of minimal pairs. However, when making lessons for the functions, the lesson duration tended to approach the limit for micro-lesson length. The functional sentence examples required more visual references, and the large variety of possible sentence patterns required that many patterns could not be included. The functions of generalization and personal opinion usually require a relatively large amount of text input that is time-consuming to assess, but the need for immediate feedback meant that the micro-lesson had to accept student input that was machine measurable. For these reasons, the researcher feels that the language functions would be best presented to the students in both a virtual class and as supplemental micro-lessons that are freely accessible at any time by the students. Examples of the micro-lessons will be shown during the presentation.