Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation
In this paper I seek to lay out how I jumped online at the start of the COVID-19 pandemic when schools abruptly closed, how I processed the flood of new technologies that availed themselves to teachers, and how I developed a teaching method that was manageable, adopting a new approach for putting students at the center of learning their second language. Faced with the problems of reduced connectedness and immersiveness, the model of the class needed to be modified. Using new evaluative techniques better suited for elearning, and adjusting the presentation of class content based on principals of cognitive load and universal design theory, I sought to give my students an experience akin to being in an in-person ESL classroom - one that requir... Ver más
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2022-12-12
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Documentos de trabajo Areandina - 2022
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Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation https://revia.areandina.edu.co/index.php/DT/article/view/2133 Text http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/publishedVersion http://purl.org/redcol/resource_type/ARTREF http://purl.org/coar/resource_type/c_6501 info:eu-repo/semantics/article Documentos de trabajo Areandina - 2022 https://creativecommons.org/licenses/by-nc-sa/4.0/ Español Publication Documentos de trabajo Areandina Fundación Universitaria Área Andina application/pdf Artículo de revista 2 Selkirk, Graham In this paper I seek to lay out how I jumped online at the start of the COVID-19 pandemic when schools abruptly closed, how I processed the flood of new technologies that availed themselves to teachers, and how I developed a teaching method that was manageable, adopting a new approach for putting students at the center of learning their second language. Faced with the problems of reduced connectedness and immersiveness, the model of the class needed to be modified. Using new evaluative techniques better suited for elearning, and adjusting the presentation of class content based on principals of cognitive load and universal design theory, I sought to give my students an experience akin to being in an in-person ESL classroom - one that required their input and collaboration. Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation Journal article 2665-4644 https://doi.org/10.33132/26654644.2133 https://revia.areandina.edu.co/index.php/DT/article/download/2133/2359 2022-12-12 2022-12-12T20:33:01Z 2022-12-12T20:33:01Z 10.33132/26654644.2133 |
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FUNDACIÓN UNIVERSITARIA DEL AREA ANDINA |
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Colombia |
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Documentos de trabajo Areandina |
| title |
Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation |
| spellingShingle |
Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation Selkirk, Graham |
| title_short |
Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation |
| title_full |
Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation |
| title_fullStr |
Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation |
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Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation |
| title_sort |
switching to elearning in pandemic colombia and overcoming challenges of meaningful evaluation |
| title_eng |
Switching to elearning in pandemic Colombia and overcoming challenges of meaningful evaluation |
| description |
In this paper I seek to lay out how I jumped online at the start of the COVID-19 pandemic when schools abruptly closed, how I processed the flood of new technologies that availed themselves to teachers, and how I developed a teaching method that was manageable, adopting a new approach for putting students at the center of learning their second language. Faced with the problems of reduced connectedness and immersiveness, the model of the class needed to be modified. Using new evaluative techniques better suited for elearning, and adjusting the presentation of class content based on principals of cognitive load and universal design theory, I sought to give my students an experience akin to being in an in-person ESL classroom - one that required their input and collaboration.
|
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Selkirk, Graham |
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Selkirk, Graham |
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2 |
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Fundación Universitaria Área Andina |
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Documentos de trabajo Areandina |
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https://revia.areandina.edu.co/index.php/DT/article/view/2133 |
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Español |
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Article |
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http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess Documentos de trabajo Areandina - 2022 https://creativecommons.org/licenses/by-nc-sa/4.0/ |
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Text |
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2022-12-12 |
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2022-12-12T20:33:01Z |
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2022-12-12T20:33:01Z |
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https://revia.areandina.edu.co/index.php/DT/article/view/2133 |
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https://doi.org/10.33132/26654644.2133 |
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2665-4644 |
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10.33132/26654644.2133 |
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https://revia.areandina.edu.co/index.php/DT/article/download/2133/2359 |
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