Subtopic 1: Learning styles
There are different learning styles
“Learning styles are cognitive, affective,
and physiological that serve as relatively
stable indicators of how students perceive
interactions and respond to their learning
environments” (Keefe 1988, cite by Alonso
et al., 1994).
Subtopic 1: Learning styles
In this process, we learn about cognitive traits.
The way in which students:
• Structure content
• Form and use concepts
• Interpret information
• Solve problems
• Select means of representation
3
Subtopic 1: Learning styles
Visual
Learners
4
Subtopic 1: Learning styles
5
Independent Study Methods
Unit 4
Instructional Strategies from online courses
Topic 1
Virtual Learning Communities
& Virtual Learning Environment
Solange E. Guerrero, Mgs.
Independent Study Methods
Unit 4
Instructional Strategies from online courses
Topic 1
Virtual Learning Communities
& Virtual Learning Environment
Solange E. Guerrero, Mgs.
» Subtopic
s:
1. VLC and VLE - Concepts and
Characteristics
2. ICT - Importance
Esta foto de Autor desconocido está bajo licencia CC BY-NC
Learning Objective
Analyze what autonomous learning is, its
characteristics, techniques, and strategies
according to the population's needs to
make learning a second language more
Esta foto de Autor desconocido está bajo licencia CC BY-SA-NC
effective.
Warm-up activity
Instructions:
From your student’s
perspective, Which of
those tips can be
applicable to you?
Has online learning
been difficult for you?
Why or why not?
Virtual Learning Communities
(VLC)
A community of people with a common learning
goal interacts among themselves mainly or
entirely through Internet resources. Common
resources used are communication and group
collaboration tools.
• Information
• Group activities
• Forums
• Resolving doubts
VLC characteristics
The interaction
•It is established between the people that make up the VLC are made
through the machine, whether fixed or mobile (desktop or iPad, etc.)
Flexible
•It must be flexible in time.
Information is exchanged
• In different formats and for the generation and construction of new knowledge.
Different types of tools of Communication
• The interaction is done using different types of tools of Communication, both synchronous (chat)
and asynchronous (blog), and both textual (wiki) and audio-visual (videoconference).
Multidirectional communication
• It goes from one to one, or from one to all.
The most effective learning communities
involve:
FACTS • Commitment and participation from both
faculty and students.
• Shows technological and pedagogical
requirements.
• Positive benefits to embrace technology in
the creation of learning communities.
• Include increased accessibility, synchronous
and asynchronous communications.
Example:
Source: https://vlc.uchicago.edu/
Example:
• https://app.participate.com/login?hsCtaTracking=afecb9c1-4ec9-4486-a7a6-6d967b1cfc56%
7Cebcc1d23-c035-439b-99e4-831b758a219a
Learning Communities
• MakeMeSustainabl
e
• SocialVibe
• Change.org
• ResearchGATE
• Academia.edu
• TeacherTube
• Participate
Virtual learning environment (VLE)
Virtual learning environments Virtual learning
integrate heterogeneous environments are not limited
technologies and offer a to education through VLE is a collection of software
multiple adoptions of distance: they also enrich the tolos that support teaching
pedagogical approaches, thus activities in the classroom and learning
generating a social space where itself.
educational interactions take
place.
A virtual learning environment The learning environment Training in virtual learning
is effective when using platform is a computer environments can be
technological tools that make application where a variety of developed using different
an immediate relationship virtual tools are combined in teaching strategies that do
possible between the student, order to support teachers not always require all the
the teacher and the other and/or students, optimize the tools included in the learning
members of the virtual different phases of the environment platforms.
community. teaching and learning process.
Distance Learning Degree Programs
Professional Certification Courses
Virtual Instructional Videos
learning Video or Audio Lectures
environme Books, Articles, and Other Writings
nt Podcasts
examples Webinars
High School or University Classes
Easy Tracking
Advanta and
Assessment
Seamless
Delivery
Time Savings
ges of a
VLE
Financial Communication Flexibility
Savings and Connection
Dwindling Attention Getting Lost in the
Spans Material
Disadvantag
es
of a VLE
Discomfort with Limitations
Technology
Independent Study Methods
Unit 4
Instructional Strategies from online courses
Topic 2
Autonomous learning & Virtual strategies
Solange E. Guerrero, Mgs.
» Subtopic
s:
1. Virtual strategies support and
techniques
Esta foto de Autor desconocido está bajo licencia CC BY-NC
Learning Objective
Understanding the concepts and functions
of the virtual learning environment in the
virtual learning process and how the virtual
learning community has an important role
Esta foto de Autor desconocido está bajo licencia CC BY-SA-NC in it.
Concept & Characteristics
Autonomous Learning Learner autonomy
Learners have to take responsibility for
their learning process.
Learner’s ability to exercise control over learning.
Independent Study Methods
Unit 4
Instructional Strategies from online courses
Topic 2
Autonomous learning & Virtual strategies
Solange E. Guerrero, Mgs.
» Subtopic
s:
2. Strategies focused on the
individualization of teaching, and
strategies for group teaching focused
on collaborative work.
3. Really Simple Syndication (RSS)
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Learning Objective
Developing digital skills using
individualized instructional strategies and
strategies focused on collaborative work,
building trust, promoting open
communication and learning to work
together productively to achieve a
common goal.
Strategies focused on the individualization of teaching
Tailoring
Multisensory Scaffolding
Instruction to Suit
Approach Instruction
Student Interest
Strategies for group teaching focused on collaborative work
Active learning process
Student-centered
https://www.jigsaw.org/
Social interaction,
evaluation and cooperation
Esta foto de Autor desconocido está bajo licencia CC
BY-SA-NC
Strategies for group teaching focused on collaborative work
https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/
Collaborative learning activities:
Seminar-style
presentations and Debates Group projects
discussions
Simulation and role- Collaborative Stories or research
playing exercises composition of essays plans
Blended Learning
(Hiltz S. , 1998)
Using learning networks
• Consist of a set of group
communication and work
Asynchronou “spaces” and facilities
s Learning constructed in software.
Network • Computer-Mediated
(ALN) Communication system designed
for anytime/anyplace use
through computer networks.
“Seminars” or Webinars
https://www.learning-network.org/
• are part of online courses which
involve collaborative strategies in
which the learners become
teachers to help one another
A software called
Really Simple Syndication (RSS) “feed reader” or
“feed aggregation”
News feed
RSS can be useful in
educational contexts:
Using blogs: obtain
Can track of their avoiding the potential
can easily track new instant notifications
favorite websites for spammers to
developments on each and updates relating
obtain their email
of these sites. to any new content
details.
added.
https://wpmayor.com/beginners-guide-simple-syndication-rss/
Foreign language learning
Autonomous learning
The importance of developing learning
autonomy arguing that it is a more effective
approach to learning and that students need to
take their own learning process on their hands.
Palfreyman and Smiths (2003) self-regulatory
strategies
Five principles for autonomous learning:
• Role-playing
Active involvement in • Case studies
student learning • Group projects
• Think-pair-share
• Peer teaching
• Debates
Providing options and • Students pick a writing goal, also
resources choose their own genre and write
about they are interested in.
Five principles for autonomous learning:
Offering choices and decision- • Let students choose the topic, decide the
making opportunities
content, pick the materials and resources.
• Providing models
Supporting learners • Look out for culturally unique vocabulary
• Allow some scaffolding with the native language
• Focusing on process, as much as on content.
Encouraging reflection • Encouraging students to plan how they will
learn and to reflect on the learning process.
Become more autonomous
• Offer learners the • Through portfolios, • It helps to access
technology support
The implementation of
The use of evaluation sheets
opportunity to students can and obtain
evidence their information from
work on their
The use of portfolios
planning, various sources.
learning process monitoring, • Motivate and
adjustments, promote
improvements, autonomous
achievements, and learning.
and journals
evaluation.
Subtopic 1: Learning styles
39
Subtopic 1: Learning styles
40
Subtopic 1: Learning styles
41
Subtopic 1: Learning styles
42
Subtopic 1: Learning styles
43
Subtopic 1: Learning styles
44
Subtopic 1: Learning styles
Available at https://youtu.be/qcCtPgzlGTs
45
Subtopic 1: Learning styles
You can take advantage of
your highly developed
areas to improve your
Why do you need to academic performance.
know your style?
You can avoid problematic
situations by knowing how
to best use how you
process information.
46
Subtopic 1: Learning styles
You can target areas
of improvement.
You’ll be much more
successful!
47
Subtopic 2: Organizing and planning your time
48
49
Subtopic 2: Organizing and planning your time
https://www.edsys.in/how-effective-time-management-enhances-school-performance/
50
Warm-up activity
Guessing
game
Description
It is used to describe
characteristics that resemble or
differ. It overlaps slightly in the
middle.
What kind of graphic Compare and
organizer is it? contrast
Warm-up activity
Guessing
game
Description
It is used to analyze the causes and
the effects of an event or process.
What kind of graphic
organizer is it?
Cause-and-effect
Warm-up activity
Guessing
game
Description
It is used to visually represent
information
What kind of graphic Mind map
organizer is it?
Warm-up activity
Guessing
game
Description
It is used to represent the passage of
time as a line or arrangement of events
in the order of their occurrence.
What kind of graphic Timeline
organizer is it?
Subtopic 3: Description/Conceptualization
Description/
Conceptualization
Concept Maps Mind maps
Source: https://bit.ly/3PPFZJw Source: https://bit.ly/3Td7P5l
Subtopic 3: Description/Conceptualization
Concept an idea or plan
Concept map
simplified overview of a
Map complex territory.
Definition
It is a diagrammatic overview of
key ideas associated with a
particular topic, that indicates how Source: https://bit.ly/3dXIzzX
the ideas relate to each other.
Subtopic 3: Description/Conceptualization
Concept Maps
Help you Are a really
organize and useful tool for
evaluate Reach a
diversity of many topics, in
material in a
meaningful learning styles. many different
way. subjects.
Subtopic 3: Description/Conceptualization
Ask yourself: Can I describe Organize your information into
7 the connections between Checking point: Understanding main points 2
these ideas?
Which step goes first?
Identify the main topic, and Analyze and improve your
1 brainstorm everything you map 6
know about it.
Review your map and look for more
connections. Use arrows, symbols, and
colors to show relationships between ideas.
Include details: definitions, Create your map: Begin with
5 equations, and diagrams are
all useful.
your main topic, then branch
out to major points and 3
4 supporting details.
Subtopic 3: Description/Conceptualization
3) Linking
1) Nodes 2) Linking lines phrases
Propositions
Subtopic 3: Description/Conceptualization
General Concept maps should be hierarchical
Level
1
Level 2
Specific Level 3
Subtopic 3: Description/Conceptualization
Are Graphic, networked Need dynamic shape and Are adaptive for reading,
method of storing. form. revising, note-taking and
planning for exam.
Mind
maps
Use colours – your own Develop your own
code – throughout the personal style of Mind
Mind Map. Mapping.
Subtopic 3: Description/Conceptualization
How to prepare a mind
map
• What is your goal or vision?
• What are the sub-goals and categories that contribute to your goal?
• Are you planning a study project?
• Are you brainstorming ideas to prepare an essay? Do you need to note-take an
upcoming lecture?
• Are you preparing a plan for an entire term’s coursework?
Subtopic 3: Description/Conceptualization
Mind map in
• details
Use emphasis – always use a
central image
• Use association – use arrows,
colors, codes
• Be clear – Use only one
keyword per line, print all
works, connecting lines to
other lines.
• Use hierarchy – layout and
structure.
• Use numerical order – levels of
details
• Develop a personal style.
EXAMPLE
Subtopic 3: Description/Conceptualization
What to avoid when Mind
Mapping
Three danger areas that face
any mind mapper:
• Create a mind map that is
not a
really mind map.
• Use phrases instead of
single
words.
• Unnecessary concern
about
creating a ‘messy’ Mind map,
and a negative emotional
response as a result.
Subtopic 3: Description/Conceptualization
What to avoid when Mind
Mapping
Subtopic 4: Sequence
Timeline
It is used to order a story in a
certain number of events or
episodes that happened
chronologically. Timelines
can be linear or comparative.
Subtopic 4: Sequence
What is a Cause-and-Effect Diagram?
Constructing a Cause-and- Effect Diagram can
help your team when you need to:
A Cause-and-Effect
Diagram is a tool that
helps identify, sort,
and display possible Identify the possible root causes, the
causes of a specific fundamental reasons, for a specific
problem or quality effect, problem, or condition.
characteristic.
Determine and relate some of the interactions
among the factors affecting a particular process
or effect.
Analyze existing problems so that
corrective action can be taken.
Identifying Cause and effects
https://youtu.be/amH8vr7fMdg
A structured approach that
helps determine the root
causes of a problem or quality Encourages group
characteristic. participation and utilizes
Identifies areas where group knowledge of the
data should be collected process.
for further study.
Increases knowledge of It uses an orderly, easy-to-read
the process by helping format. Indicates possible
everyone to learn more causes of variation in a
about the factors at process.
work and how they
relate.
https://whatis.techtarget.com/definition/fishbone-diagram
Why should we use a cause-and-effect diagram?
Compare and
contrast
• We can increase our
understanding and learn
more about both.
• It involves a process of
analysis, in which we
compare the specific parts
and the whole.
• Comparison may also be a
preliminary stage of Source: https://youtu.be/QVyOeD2xg94
evaluation.
Venn diagram, example
Elderly lady Young man
Differences
Differences
They like
cookies
Similarities
By comparing specific aspects of A and B, we can
decide which is more useful or valuable.
The Compare Map, the data grid, the overlapping circles map and the
Venn Diagram.
https://hazelcast.com/glossary/data-grid/
Main Ideas and supporting
details
Effective communication of ideas usually comprises two
parts:
• Main idea (topic sentence)
• Reasons or details develop the main idea
Main Ideas and supporting
details
Effective communication of ideas usually comprises two
parts:
• Main idea (topic sentence)
• Reasons or details develop the main idea
The main idea is
characterized by:
- Exposing the most important content, therefore it cannot be deleted.
- It has autonomy, it does not depend on others.
- Articulate the sentences in the paragraph.
- Sometimes it is not explicit and has to be deduced
How to identify the main idea of a text?
Read - The text, paragraph by paragraph, and extract the most
important ideas, which will give you the general idea extracted
from the entire text.
Resume - These ideas in your own words, this will mean that
you have understood correctly.
Elaborat - The main idea, extracted from the reading of the entire
text, but still understanding the reading.
e - The title of the text, for another one that you think is more in
accordance with it, and that also helps your total knowledge of
the matter.
Change
Example:
Most textbook paragraphs are made up of this
two-part structure.
A main idea is advanced, and then supported
with specific reasons, details, and facts.
• Main idea:
• My neighbours are discourteous.
Example:
• Supporting details:
1. They let their kids play on my lawn and,
2. They often have their stereo turned up late at night
Inference
•In order to be good at
• be an active reader who wants to make sense
Ininferencing,
order to bepupils
good of the text
need to:
at inferencing, • monitor comprehension and repair
pupils need to: misunderstandings
• have a rich vocabulary
•Inferencing skills are • have a competent working memory
also facilitated by:
Inferencing skills • having a wide background knowledge
are also facilitated • sharing the same cultural background as
that assumed by the text.
by:
How do you make an inference?
Schema
Pattern
Inference
judgment
How to Summarize
A summary is a shorter version of a
01 longer piece of writing. The summary
captures all the most critical parts of the
05 The question will usually set a
maximum number of words
original but expresses them in a [much]
more temporary space.
Summarizing exercises are
02 usually set to test your 06 Read the original quickly and try to
understand its main subject or
understanding of the original, purpose.
and your ability to re- state its
main purpose.
Summarizing is also a useful Then you will need to reread it to
03 skill when gathering information 07 understand it in more detail.
or doing research.
The summary should be Underline or make a note of the
04 expressed - as far as possible - in
your own words. It's not enough
08 main issues. Use a highlighter if this
helps.
to merely copy out parts of the
original.
How to Summarize
Look up any words or concepts
you don't know to understand
09 the author's sentences and how
they relate to each other.
Use this as the starting point for
Draw up a list of the points - or 13 writing a paragraph that
combines all the points you have
10 make a diagram.
picture of boxes or a
[A simple
spider
made.
diagram can often be helpful. The final summary should
Write one or two sentences about 14 concisely and accurately
capture the central meaning
11 the points you have identified.
Focus your attention on the main
point. Leave out any illustrative Remember that it must be in
examples.
15 your own words. By writing in
this way, you help to re-create
the meaning of the original in a
12 Write a sentence that states the
central idea of the original text.
way which makes sense for you.
Example
Original text
• At a typical football match, we are likely to see players
committing deliberate fouls, often behind the referee's
back. They might try to take a throw-in or a free-kick
from an incorrect but more advantageous position in
defiance of the clearly stated rules of the game. They
sometimes challenge the rulings of the referee or
linesmen in an offensive way which often deserves
exemplary punishment or even sending off. No wonder
spectators fight amongst themselves, damage stadiums,
or take the law into their own hands by invading the pitch
in the hope of affecting the outcome of the match.
• [100 words]
Summary
Unsportsmanlike
behaviour by footballers
may cause hooliganism
among spectators.
[9 words]
