Научно-методический семинар «Лингводидактические вопросы языкознания»
10 февраля, в 12.30, в лекционном зале института иностранных языков (ИИЯ) РУДН на кафедре теории и практики иностранных языков (ТиПИЯ) состоится очередное заседание научно-методического семинара «Лингводидактические вопросы языкознания».Тема доклада: «Adaptive Transferable Skills for Online Peer Learning»
Спикер – Кит Дж. Топпинг, профессор PhD, Университет Данди (Шотландия). Автор свыше 200 научных публикаций (books, articles, reviews), высокоцитируемый ученый мирового уровня, h-индекс-33 (Web of Science), h-индекс-41 (Scopus).
Efforts to enhance learning through peer interaction in an electronic forum are now commonplace. However, facilitation and moderation of such a forum by academic staff can be of limited effectiveness and very time-consuming, but participants should not be expected to develop role clarification and discourse-building skills spontaneously. The skills required by peer learners to effectively manage such distributed discourse for themselves have rarely been clearly identified, and this has hindered learner adaptation.
In this report Keith J.Topping compares the social, organizational and cognitive characteristics of effective peer learning interactions in face-to-face and online environments (with particular reference to peer tutoring and peer assessment). Consideration of the transferable skills involved in face-to-face and online PAL leads to five core areas for the latter: social/affective, organizational, interactive process management, cognitive interactive and reflective/evaluative. It appears that in online environments, the social/affective and interactive process management areas are particularly important and most at risk of under-emphasis. Specification of and training in these skills is likely to enhance the quality of online discourse and also its inclusiveness. All core areas are then explored at the micro level, with commentary on areas needing particular attention if learner adaptation is to be maximised.
The implications for assessment of such online distributed discourse process skills are explored with reference to professional practice and future research. The possibility for assessing such process skills is likely to heighten learner motivation to attend to these desiderata, enhance learner engagement and also yield meta-cognitive benefits. Assessment instruments to measure these skills briefly at the macro level could encompass the five core global areas via quantitative rating. However, more detailed skill specification at the micro level would enable richer qualitative feedback from assessors and might have more powerful formative effects. Although more time-consuming, the latter might actually prove more cost-effective. One such tool will be presented.
Рабочий язык: английский
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