[MGSA-L] Reminder: Friday!! MGSA Pedagogy Webinars_Part 1: Language Learning in the Covid Crisis

MGSA exec. director mgsa.org at gmail.com
Wed Oct 21 13:25:46 PDT 2020

From: <pedagogy at mgsa.org>
Date: Tue, Oct 6, 2020 at 1:09 PM
Subject: [MGSA-L] MGSA Pedagogy Webinars_Part 1: Language Learning in the
Covid Crisis
To: <mgsa-l at uci.edu>

The MGSA Undergraduate Studies Committee invites you to the first of a
series of webinars dedicated to pedagogy


Please note that registration is required for this event. Register here
and you will receive a confirmation with the zoom link for
the webinar.

Andrew Ross, Director of the Language Center, Harvard University
* “Language Learning in the COVID Crisis: Hybrid, HyFlex, and Online”*

The present crisis, as challenging as it is for language programs across
the country and the world, has perhaps finally put to rest the question of
whether languages can be taught successfully online, or in an environment
in which student and faculty co-presence is not always physical.  Clearly,
high-quality learning experiences can be crafted and employed across a
variety of instructional modalities.  The most common and best understood
of these is the hybrid model, in which elements of the curriculum are
delivered in an asynchronous environment, often the institution’s learning
management system (LMS), and students are primed for synchronous activities
in a face-to-face environment (Laurillard 2002).  Perhaps less
well-researched is the distance learning modality, in which all
interactions between teacher and student, and student and student, occur
without recourse to a physical environment that all participants occupy
together.  The popularity of such online courses is increasing, often in
response to financial and physical pressures associated with face-to-face
instruction, and the perception on the part of administrators that language
learning can benefit from the same economies of scale that other subjects
do.  Research in this area tends to focus on qualitative, rather than
quantitative aspects of the student experience, and longitudinal studies of
learning outcomes are less well-represented in the literature than one
might wish (Blake 2013).  Finally, a newly-salient mode of instruction,
HyFlex, combines face-to-face instruction with online affordances to allow
students to choose which of these modalities they wish to participate in at
any given point in the course.  Conceived at San Francisco State University
in 2006 (Beatty 2007), HyFlex provided a means to allow graduate students
to attend courses in person when practicable, but also to participate in
equivalent learning opportunities online when they could not.  The
advantages of such an approach in the current – and continuing –
environment are obvious, but the preparation needed to implement such a
solution can be daunting.

In this presentation, I will briefly outline the design and implementation
of these three modalities, and offer a set of best practices and strategies
for language faculty to use as they prepare and teach students in these
environments, focusing on online instruction as a mid-term necessity, and
HyFlex as a likely new standard in the aftermath of COVID.

List-Info: https://maillists.uci.edu/mailman/listinfo/mgsa-l

Vangelis Calotychos
MGSA Executive Director
Visiting Associate Professor of Comparative Literature, Brown University
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