Integrating technology into a model for
collaborative, coordinated, interactive pedagogy...
Assembling the elements of the
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The
challenge faced here is how to move from individual initiative to a collaborative
approach. The eight section instructors have "nested" their individual
schedules within the framework of the course site for FSL 161.
Prior to the beginning of classes, initiation to multimedia lab resources
was arranged for the eight section instructors. All instructors contributed
suggested websites, useful suggestions, and even tools such as "Auditorium",
for use by every section. As the year progressed, a regular series of instructor
meetings allowed discussion and compromise.
To link implementation of the common teaching and testing program set by
the Department with the project of intergrating technology into all sections
of the course, the basic principle was established of devoting one of the
three weekly classes to technology-assisted coursework. Following the Unit-by-Unit
order of the course manual (divided into ten parts corresponding to general
themes), section instructors can draw upon a full range of technological
resources (including on-line dictionaries, audio files, an image bank,
french language newspapers and radio/television stations from the Francophone
world.
An array of interactive tools have been created or put in place by
instructors in the course. These tools are designed to facilitate autonomous
learning, individual review by students, aural comprehension, and pre-addressed
e-mail exchanges with section instructors.
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