Gagné’s (1984) nine events of instruction and examples in the OLE

Table 4.

Gagné’s (1984) nine events of instruction and examples in the OLE

Gagné’s (1984) nine events of instruction	Examples in the OLE
Attention from the students	Images, videos, and cartoons can be used to get attentions from students
Notification of the objectives	Students could be informed of the objectives through a clear written form or a spoken language.
Recall of previous learning	Students previous learning in native culture and native language is recalled to learn target culture and target language.
Content presentation	Cultural content is provided through online courses. The content is delivered by tools or media such as Quizlet, Youtube, and images.
Learning guidance	Guidance to learning and tasks is provided through question and answer forum. In addition, the OLE has course progress bar that tells the learners what to take further.
Students’ performance	Students are supposed to speak and write in target language in the OLE.
Feedback	Students are getting feedback about their activities through Voicethread and Google Drive
Assessment	Students’ words activities, speaking activities, and writing activities are assessed to measure their learning outcomes.
Enhance and transfer	Review section and reflection section are given at the end of online courses.

Tools and media in an OLE according to task knowledge and cognitive processing level

Table 3.

Tools and media in an OLE according to task knowledge and cognitive processing level

Tools and media in the OLE	Task knowledge level 1	Task knowledge level 2	Task knowledge level 3	Task knowledge level 4	Task  knowledge  level 5
Cognitive processing level 1	Quizlet flash card and Quizlet Quiz	Quizlet phrase and expression card	Youtube watching and listening
Cognitive processing level 2	Words online quiz	Commenting in an OLE, Facebook, or Forum	Reading online article about target culture
Cognitive processing level 3		Sharing experience in Facebook or Forum
Cognitive processing level 4	Writing about native culture in Facebook or Forum			Talking about target culture through Vociethread	Finding information on the web and sharing it in Forum
Cognitive processing level 5	Talking about native culture through Voicethread			Writing about target culture in Facebook or Forum	Intercultural communication through Voicethread

Note: Adapted from "Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective". By Ertmer & Newby (2013). Performance Improvement Quarterly, p.62

Activities in OLEs according to task knowledge level and cognitive processing level

Table 2.

Activities in OLEs according to task knowledge level and cognitive processing level

Activities in the OLE	Task knowledge level 1	Task knowledge level 2	Task knowledge level 3	Task knowledge level 4	Task  knowledge  level 5
Cognitive processing level 1	Words flash card	Phrases flash card
Cognitive processing level 2	Word quiz	Phrase quiz	Target culture learning
Cognitive processing level 3		Sharing experience in Facebook	Talking about native culture
Cognitive processing level 4	Talking about native culture		Writing about native culture	Talking about target culture	Finding information on the web
Cognitive processing level 5	Writing about native culture			Writing about target culture	Intercultural communication

Note: Adapted from "Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective". By Ertmer & Newby (2013). Performance Improvement Quarterly, p.62

Types of Learning and examples in OLEs

Table 1. Types of Learning and examples in OLEs

Gagné (1965)’s Types of Learning	Examples in OLEs
Signal learning: Pavlov’s conditioned response	Whole process of learning - words, expressions, listening, speaking, reading, writing
Stimulus-response learning: Exact response to selected stimulus	Repeating pronunciation of words, words game in Quizlet
Chaining: Connection of multiple stimulus-responses	Acquiring correct spelling of words through Quizlet and writing sentences in grammatical order of words
Verbal association: Chaining in terms of language	Writing in forums in an OLE and speaking sentences with words and expressions given to them in an Voicethread activity
Multiple discrimination: Showing different responses to various different stimuli resembling each other	Transferring native cultures to target cultures learning / Transferring knowledge of a native language to learn a new language
Concept learning: Telling a whole class of objects from other things.	Learning rules of languages to form sentences in writing and speaking activity
Principle learning: A link of multiple concepts	Learning systemized rules of languages to form sentences in writing and speaking activity; the rules are combined to a total language system.
Problem solving: Using concept and principle to solve problems	Finding information on website written in target language and performing problem solving tasks such as using public transportation and ordering sandwiches.

Note: Adated from “Principles of language learning and teaching”. By Brown, H. D. (2007). White Plains, NY : Pearson Longman, c2007, pp. 100-101.

Design Map of OLEs to Teach English Online with Cultural Content

Figure 1. Design map of OLEs to teach English online with cultural content

Cultures and English in an Online Learning Environment

Plan for the next 2 weeks

• A conceptual model of teaching English with cultures in an online learning environment will be developed.
• A plan of implementing intercultural communication for tandem language learning will be prepared.
• Pretest and post test plan for measuring learning outcomes will be developed.

Learning Theory and Online Learning Environment

    I have created an online learning environment based on 4 learning theories: behaviorism, cognitivism, constructivism, and connectivism. According to the aspects of knowledge, tasks, and learning contexts, different learning theories are applied to tasks and activities. For example, when students learn English words, behaviorism is mainly applied to designing the content. In case that students learn American culture, they will be asked to reflect on their own native cultures. In this context, I am making students use their existing knowledge to understand the new knowledge. Students who learn in the online learning environment will be also asked to complete real-life tasks such as using public transportation and ordering sandwiches. In this context the students construct their own experience to learn new culture and knowledge. Finally, students will communicate with people around world using Voicethread and realize they can learn in connected world.

Words learning based on behaviorism

Speaking activity based on Cognitivism

Activity based on contructivism

The Completion of Englishjump site

I have completed my site where I can teach English and Cultures. The site is composed of 3 parts mainly: courses, blog, and community. In the courses, I offer well-organized teaching and learning materials for K-12 immigrant students. In the blog section, the students can learn English and culture through a wide variety of learning materials. In the community section, they can share information, join the discussion, and communicate with international students. The following prezi explains my research problem and what I am trying to do.

LiveCode Mini Project

I made a simple quiz problem for Korean English Learners with LiveCode.

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 1. Mac version download

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2. Window version download

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Five minute presentation of my project

I am developing a site for teaching English. Here is the brief explanation about it.

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Culture and English - Collage

This picture will be used as a featured picture in my Englishjump site.

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Cultural Contents Made with Storyline 2

I made a cultural contents using storyline 2. Contents made with Storyline 2 are not that compatible with Wordpress. However, Storyline 2 offers attractive functions.
Which tool should I use to make my contents? I am thinking about using Captivate 9 since it seems that it is more mobile friendly than Storyline 2.

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View Crosswalk and American Cultures Course Unit

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Design Based Research (DBR)

    I had cast doubts on the effectiveness or practicality of research on graduate schools in general in Korea. Lots of research had focused on statistical analysis of experiments done in classrooms. However, they hadn't affect education much.
    I believe DBR could do impact on real classrooms since it focuses on solving problems on hands.

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Richey, Klein & Tracy (2011) : Instructional Design Knowledge Base

Chapter 1 in the ID Knowledge Base book

   I like Richey, Klein & Tracy’s  definition of Instructional Design, “ ID is the science and art of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate learning and performance” As a teacher, when I delivered lessons, I had tried to consider 6 content domains which Richey, Klein & Tracy propose: Learners and Learning Processes, Learning and Performance Contexts, Content Structure and Sequence, Instructional and Non-instructional Strategies, Media and Delivery System, and Designers and Design Processes. What I have found out as a teacher is that success does not necessarily come only because I use technology. Success has come from how well I deliver myself as a part of instruction. Therefore, I believe that when classroom instruction is designed, how you will make a good rapport with your students should come at first and foremost.

Reiser & Dempsey (2001) : A History of Instructional Design and Technology

Reiser & Dempsey chapter 3

   Once Plato told people that “Moving from spoken discourse to written word would make students disrespectful and shallow, because they would not be using their memories. " It shows that Plato did not like the idea of paper, the medium for written language which people at present like a lot. What would be the most important educational technology people have invented so far? I think It is the invention of paper and Gutenberg’s printing press.

   However, did it really change the aspect of learning in the classroom? Can you say that we teach more effectively than the people who didn’t have paper and printing press?

The History of Tech in the Classroom

   As Reiser & Dempsey illustrates, technology has always changed. We have seen all the hypes caused by radio, videos, computers, programs, applications, and MOOCs. How will they change aspects of education? I believe that the only truth we have for certain is that everything changes. Technology, people’s needs, culture, view on history, and individual learning styles change.

  The bottom line is that education is communication and how we can utilise technology for better communication is a key factor. Plato believed that he could communicate better with oral language. Like Plato lots of people still prefer listening to others’ opinion with spoken language because spoken language allows people to clarify what they are talking about by asking and responding. If you are teaching one student, oral communication can suffice. However, if you are teaching 10 students, you can communicate better with the help of books. What about 200 students and more? What if the students you are teaching are across the Continent? You can communicate with them better with the computers, mobile devices, and information technology. Therefore, I think instructional technology is a matter of selection for the purpose of communication.

Cultural items

Cultures can include everyday lifestyle and customs. The following items will be included as course contents.

• traffic signs and posts
• public transportation
• buying a car
• mobile phones
• banking
• school life
• post office
• amazon
• renting a house
• religion - going to church
• social life - party
• holidays
• individualism
• eye contact, distance

Emotional Engagement of Learners in E-leaning Environments Focused on Cultures

To what extents do English contents focused on cultures in e-learning environments make learners engaged emotionally?

  In brick and mortar classrooms, as long as the curriculum allows you to do so, you can incorporate various ways to engage your students emotionally. You can use pop songs and movies as teaching materials. In addition, you can adapt game-based learning to your teaching. You can make students choose storybooks they like and read them. They will simply like those methods because they are interesting.

  However, in e-learning environments, you should be really careful about copyright issues. It means that you can use pop songs and movies only in limited environments where the use of those materials should correspond to “fair use” of the contents. You can use pop songs and movies if your classes are Small and Limitedly Open Online Classes. However, if you consider opening a form of MOOC courses, you should be aware of copyright issues. It means in e-learning courses open to people around the world, the contents you can make use of are limited.

  Then, with which contents can you make learners engaged like ‘real’ classrooms I mentioned above? I find one answer in cultures. Everybody has his or her own culture. They have things to share, which can lead to talking with each other or posting their thoughts on online sites or SNSs. Furthermore, teachers can easily make culture-related contents relatively free of copyright issues.

  I want to measure how learners like the contents and to what extent they participate in activities of sharing in the form of written language.