Start With the Syllabus: HELPing Learners Learn Through Class Content Collaboration

Blinne, Kristen C.

doi:10.1080/87567555.2012.708679

Cited by 20 publications

(26 citation statements)

References 6 publications

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“…This is a very consistent theme in the literature on collaborative learning (Blinne 2013;Cordner et. al 2012;Hudd 2003;Mihans et al 2008) My course was no exception-if anything, it seems that this theme was even more prominent than in previous experiments, as this one involved students in every aspect of course design from the first day.…”

Section: Deeper Engagementmentioning

confidence: 89%

Student Engagement, Accountability, and Empowerment

Jafar

2016

Teach Sociol

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This article describes an experiment in collaborative course design in a midlevel sociology course. Unlike most of the literature on collaborative teaching and learning, which often deals with collaboration among students, this article discusses collaboration between the instructor and students. The students in this course collaborated with the instructor in designing the course—choosing the readings and developing the assignments—from the first day of class. Student feedback on the experiment was overwhelmingly positive. Three major themes that emerged from the student feedback were (1) higher levels of student engagement, (2) a sense of personal accountability, and (3) student empowerment. While the results of the student feedback mostly point to positive experiences, collaboration between students and instructors does bring a high level of uncertainty and extra work for the instructor involved. The article ends with some further guidance for those considering collaborative learning in their classrooms.

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Section: Deeper Engagementmentioning

confidence: 89%

Student Engagement, Accountability, and Empowerment

Jafar

2016

Teach Sociol

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“…However, such tenets are anathema to constructivists who believe that individual learners are responsible for constructing knowledge through open-ended learning experience, that learning outcomes are unpredictable and cannot be prespecified, and that instructional design is facilitative (Ertmer & Newby, 2013: 58). Constructivist instructors assisting learners' mental construction of knowledge need to create a supportive and democratic learning community so that students feel safe and comfortable to reveal and experiment with their perceptions of what they learn (Ambrose et al, 2010;Blinne, 2013), and create student-centred classrooms by shifting the responsibility for learning from the teacher to the learners (Pinto et al, 2012). This constructivist view of learning has been widely applied in translation and interpreting teaching with the pioneering effort of Kiraly (2000Kiraly ( , 2015 and González Davies (2004).…”

Section: Behaviourism Constructivism or An Eclectic Approach?mentioning

confidence: 99%

“…How to cover the distance between the departure point and destination is concerned with learning needs. Needs analysis highlights instructors' shift of positioning from designing courses "for" learners to designing courses "with" them, enhances learners' commitment and roles as co-developers of a course, and help them learn by building from their existing knowledge (Benesch, 1999;Blinne, 2013;Hounsell, 2005). Without knowledge of their existing knowledge, instructors may give learners the opportunity to fly when in fact they want training wings (Corrigan, 2011).…”

Section: Needs Analysismentioning

confidence: 99%

“…Lacks and wants are influenced by many variables related to learners and learning context, and may vary from learner to learner. Educational researchers therefore suggest negotiations between course designers and learners through needs analysis (Brown, 2001;Blinne, 2013;Combs et al, 2008;Long, 2005;McDonough, 1984;Sartor & Brown, 2004;Shor, 1996;West, 1994). Therefore, lacks and wants are valuable sources of data for instructors to modify or prioritize course objectives set in the course planning phase.…”

Section: Needs Analysismentioning

confidence: 99%

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Teaching translation and interpreting courses to students’ lacks and wants: An exploratory case study of prioritizing instructional objectives

Li¹

2019

CLAC

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Though formulation and prioritization of instructional objectives is an important link in the chain of course design, little research has been done in this regard in the field of translation and interpreting (T&I) education. This paper aims at demonstrating how to prioritize instructional objectives in implementing a consecutive interpreting course by inviting students to voice their wants and lacks. Thirty undergraduates and one instructor contributed to data collection through questionnaires and self-evaluation reports. Results of students’ pre-course wants and lacks helped prioritize the objectives formulated in the course design phase. Their pre-course post-course gains and post-course lacks were used to measure teaching effectiveness of prioritized instruction and learning, direct the design of the subsequent course, and thus achieve coordination and integration between courses in the overall T&I curriculum. The current study may inspire colleagues to become selfreflective researchers by formulating and prioritizing their instructional objectives and to contribute to instructional effectiveness at the course level and promote course sequencing and integration at the program level.

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“…Likewise, Lucier (2015) thought that the organization of learning experiences of the course and listing the planned activities for achieving the course, were possible by the syllabus. To exemplify, Blinne (2013) worked with her classes for developing a learning environment where life experiences are considered worthy of sharing and seeing all learners as teachers or researchers. In order to create a democratic learning process and environment, she wanted learners actively involved in selecting, changing and adapting course goals and the learning content.…”

Section: The Importance Of Syllabus/course Design In Language Learninmentioning

confidence: 99%

Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom

Şimşek¹,

Mede

2017

International Journal of Academic Research in Education

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The purpose of this study is to investigate the attitudes and reflections of young learners as well as their teachers toward learning and teaching English in the 2nd grade classrooms. The study also attempts to find out whether the existing course meets the students' language and learning needs. A sample of 70 Turkish EFL students and 3 teachers enrolled participated in this research. The data were gathered through a scale and reflection drawing tasks administered to the students as well as collaborative diary written by the teachers. The findings revealed that the 2 nd grade students had positive attitudes toward learning English through playing games, watching videos and singing songs whereas they were less interested in writing, doing homework and studying course book. Besides, the teachers expressed their positive reflections focusing on student engagement and motivation as the key points while teaching English in their classes. Based on the gathered data, suggestions and implications are provided for the improvement of the existing 2 nd grade English course in the following academic year.

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Start With the Syllabus: HELPing Learners Learn Through Class Content Collaboration

Cited by 20 publications

References 6 publications

Student Engagement, Accountability, and Empowerment

Student Engagement, Accountability, and Empowerment

Teaching translation and interpreting courses to students’ lacks and wants: An exploratory case study of prioritizing instructional objectives

Needs-based Course Evaluation of Teaching and Learning English in Primary Education: A Case form a 2nd Grade Classroom

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