混合式课堂教学设计 (38).pdfVIP

BOLT Learning Innovation Plan – final draft 1. What is your learning and teaching context? I’m teaching an English for Academic Purposes course called Advanced English for University Studies (AEUS) where the main outcomes are for the students to plan, research and write a position argument essay. The subject of the essay has to be a debatable issue of concern to society. Students then have to present and justify their views effectively in a mini oral defence. There are three assessments on the course, a draft position essay (weighting 20%), a final position essay (weighting 45%) and an oral defence of the final position essay (weighting 35%). The course lasts 13 weeks and is worth 3 credits. The class where I’m going to apply my LIP consists of 13 first year students taking AEUS as a compulsory subject. Motivation among such students tends to be extrinsic whereby the goal is to ‘pass’ the three assessments and get a good grade towards their GPA. The students have a reasonable level of computer competency and some experience of educational technologies from their courses in the first term of 2015/16. Although competent with technology, students are generally reluctant to make posts or do anything except complete obligatory online exercises when not engaged in F2F. The classroom for F2F is equipped with video and audio equipment, a computer, screen, projector, and visualiser. The focus of the Learning Innovation will be to prepare st udents for the oral defence of their final position essay, which takes place in Week 13, the last week of term. The oral defence is conducted in groups of 3 or 4 students. It comprises a 5-minute thesis defence followed by a 4-minute QA session for each student. The quality and depth of the questions asked in the QA session will be assessed as part of the ‘content’ criterion for this assessment. After each student in the group has presented, there will be 5 minutes (4 minutes for groups of 3) of free disc