Pedagogic principles of blended language learning
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The document outlines six principles for success with blended learning. It begins with an agenda that includes discussing the context of technology in ELT, two problems slowing progress, and five principles that can guide the way. It then covers benefits of technology like flexibility, collapsing time and space, and personalization. Key aspects of blended learning are combining in-class and online learning. The document also discusses how the modern web is more bottom-up and user-generated, requiring new skills from teachers. Overall principles discussed include leveraging technology for student-centered learning and focusing on the learner rather than the technology.
Pedagogic principles of blended language learning
- 1. Six Principles for Success with Blended Learning IATEFL Chile Conference 2012 Cleve Miller - English360
- 2. Agenda One context Two problems Five principles
- 3. Agenda One context for technology and ELT Two problems Five principles
- 4. Agenda One context for technology and ELT Two problems that are slowing progress Five principles
- 5. Agenda One context for technology and ELT Two problems that are slowing progress Five principles that can help guide the way
- 7. Agenda One context for technology and ELT Two problems that are slowing progress Five principles that can help guide the way
- 8. Content from the cloud...
- 9. ...delivered through a range of mobile devices,
- 10. ...ubiquitous,
- 11. personalised for each learner...
- 12. ...adaptive,
- 13. ...and social.
- 14. So, personalized, adaptive, and social, with ubiquitous cloud-to-mobile delivery. How are these trends being implemented in blended learning programs?
- 15. Time Place
- 16. Time together apart Place
- 17. asynchronous Time synchronous together apart Place
- 18. asynchronous Time (classroom) synchronous together apart Place
- 19. asynchronous Time (classroom) synchronous IWB projector Ss mobile together apart Place
- 20. asynchronous Time (classroom) (computer) synchronous IWB projector Ss mobile together apart Place
- 21. asynchronous Time (classroom) (computer) synchronous IWB phone / skype projector chat Ss mobile web conference together apart Place
- 22. (computer) asynchronous Time (classroom) (computer) synchronous IWB phone / skype projector chat Ss mobile web conference together apart Place
- 23. (computer) asynchronous forums wikis tasks, drills Time (classroom) (computer) synchronous IWB phone / skype projector chat Ss mobile web conference together apart Place
- 24. (computer) asynchronous language lab forums wikis tasks, drills Time (classroom) (computer) synchronous IWB phone / skype projector chat Ss mobile web conference together apart Place
- 25. “blended learning” (computer) asynchronous language lab forums wikis tasks, drills Time (classroom) (computer) synchronous IWB phone / skype projector chat Ss mobile web conference together apart Place
- 26. What is blended learning? “Blended, blended, the future is blended.”
- 27. What is blended learning? “Blended, blended, the future is blended.” Combination of: in-class (F2F, synchronous) + out-of-class (online, asynchronous)
- 28. What is blended learning? “Blended, blended, the future is blended.” Combination of: in-class (F2F, synchronous) + out-of-class (online, asynchronous) typically organized in a Learning Management System (LMS) or Virtual Learning Environment (VLE)
- 30. Benefits of technology Flexibility for ID, efficiency for teaching
- 31. Benefits of technology Flexibility for ID, efficiency for teaching Collapse of time and space
- 32. Benefits of technology Flexibility for ID, efficiency for teaching Collapse of time and space Hyper-personalisation
- 33. Benefits of technology Flexibility for ID, efficiency for teaching Collapse of time and space Hyper-personalisation “big data”
- 34. Benefits of technology Flexibility for ID, efficiency for teaching Collapse of time and space Hyper-personalisation “big data” Student focus / UGC
- 35. A 2-minute history of the web (and how it effects us as teachers)
- 36. The old web is aThe old web is a pipe. pipe.
- 37. What is the “old web” relationship? Top-down, expert-created, static, passively consumed
- 38. The new web is a platform.... where we all work together to create, share, discuss, learn.
- 39. What direction is the relationship? Bottom-up, active user-generated, dynamic content
- 40. What direction is the relationship? Bottom-up, active user-generated, dynamic content
- 41. What direction is the relationship? Bottom-up, active user-generated, dynamic content
- 42. What direction is the relationship? Bottom-up, active user-generated, dynamic content
- 43. What direction is the relationship? Bottom-up, active user-generated, dynamic content
- 44. What direction is the relationship? Bottom-up, active user-generated, dynamic content
- 45. Active users: new skills for teachers Web apps today support creativity: “teacher as DJ” Source: Jamie Keddie 11/6/09
- 46. Educational materials development The content continuum and a new way forward SCHOOL PUBLISHER TEACHER STUDENT
- 47. Educational materials development The content continuum and a new way forward Traditional Technology-supported TOP DOWN BOTTOM UP model model SCHOOL PUBLISHER TEACHER STUDENT
- 48. Educational materials development The content continuum and a new way forward Traditional Technology-supported TOP DOWN BOTTOM UP model model SCHOOL PUBLISHER TEACHER STUDENT reliable, validated pedagogic quality easy to use, saves time quality production
- 49. Educational materials development The content continuum and a new way forward Traditional Technology-supported TOP DOWN BOTTOM UP model model SCHOOL PUBLISHER TEACHER STUDENT reliable, validated pedagogic quality fast, up-to-date, and inexpensive easy to use, saves time closer fit to language, culture, student needs quality production integration with content areas
- 50. Educational materials development The content continuum and a new way forward Traditional Technology-supported TOP DOWN BOTTOM UP model model SCHOOL PUBLISHER TEACHER STUDENT reliable, validated pedagogic quality fast, up-to-date, and inexpensive easy to use, saves time closer fit to language, culture, student needs quality production integration with content areas Open platforms allow teachers to move along this continuum to fit learner needs (i.e. specificity).
- 51. Principle 1: how tech improves teaching
- 52. Principle 1: how tech improves teaching When possible, always leverage technology to enable “web 2.0”, bottom-up, student-centered, user-generated content / output.
- 53. Principle 1: how tech improves teaching When possible, always leverage technology to enable “web 2.0”, bottom-up, student-centered, user-generated content / output.
- 54. Principle 1: how tech improves teaching When possible, always leverage technology to enable “web 2.0”, bottom-up, student-centered, user-generated content / output. “It’s not about the technology, it’s about the learner” - Valentina Dodge
- 55. Agenda One context for technology and ESP Two problems that are slowing progress Three principles that can help guide the way
- 56. Teacher resistance and frustration with web technologies in ELT photo by Marcelo Duarte, CC Flickr
- 57. Teacher resistance and frustration with web technologies in ELT Reason #1 Reason #2 photo by Marcelo Duarte, CC Flickr
- 58. Teacher resistance and frustration with web technologies in ELT Reason #1 Humans resist change Reason #2 photo by Marcelo Duarte, CC Flickr
- 60. Teacher resistance and frustration with web technologies in ELT Everett Rogers, from his book Diffusion of Innovation
- 61. Teacher resistance and frustration with web technologies in ELT Reason #1 Humans resist change Reason #2
- 62. Teacher resistance and frustration with web technologies in ELT Reason #1 Humans resist change Reason #2 It’s new. We are not sure what we are doing yet.
- 63. Teacher resistance and frustration with web technologies in ELT Reason #1 Humans resist change Reason #2 It’s new. We are not sure what we are doing yet. Little dissemination of best practices: too much “what” and not enough “how”....
- 64. Three stages of web adoption in ELT
- 65. Three stages of web adoption in ELT 1. Tools
- 66. Three stages of web adoption in ELT 1. Tools 2. Techniques
- 67. Three stages of web adoption in ELT 1. Tools 2. Techniques 3. Traction
- 68. Three stages of web adoption in ELT 1. Tools 2. Techniques 3. Traction
- 69. Agenda One context for technology and ESP Two problems that are slowing progress Five principles that can help guide the way
- 70. Implementing blended learning design: Three levels of analysis
- 71. Implementing blended learning design: Three levels of analysis 1. Task level
- 72. Implementing blended learning design: Three levels of analysis 1. Task level 2. Course level
- 73. Implementing blended learning design: Three levels of analysis 1. Task level 2. Course level 3. Strategic level
- 74. Implementing blended learning design: Three levels of analysis 1. Task level 2. Course level 3. Strategic level
- 75. Blended task design: definition of “task” “...a broader and higher order process than “step, “activity” or “technology” used in the lesson. Thus it may take a mix of several steps online and F2F to achieve a task.” Gruba, Hinkelman 2012
- 77. “Blended task” design: definition “...a broader and higher order process than “step, “activity” or “technology” used in the lesson. Thus it may take a mix of several steps online and F2F to achieve a task.” Gruba, Hinkelman 2012 “...includes subtasks that move back and forth between online and face-to-face venues.” Hinkelman 2005
- 78. “blended learning” (computer) asynchronous language lab (?) forums wikis input, drills Time (computer) synchronous (classroom) phone / skype chat web conference together apart Place
- 79. Principle 2: blended task design
- 80. Principle 2: blended task design When designing tasks, separate elements of the task into what is best done F2F and what is best done online.
- 81. Principle 2: blended task design When designing tasks, separate elements of the task into what is best done F2F and what is best done online. F2F Speaking, interaction, dialogue, role play, and focus on meaning
- 82. Principle 2: blended task design When designing tasks, separate elements of the task into what is best done F2F and what is best done online. F2F Speaking, interaction, dialogue, role play, and focus on meaning Online receptive skills, remedial work, drills, writing, reflection, focus on form
- 83. Principle 2: blended task design When designing tasks, separate elements of the task into what is best done F2F and what is best done online. F2F Speaking, interaction, dialogue, role play, and focus on meaning Online receptive skills, remedial work, drills, writing, reflection, focus on form •Blended learning supports a dogme classroom
- 84. Principle 2: blended task design When designing tasks, separate elements of the task into what is best done F2F and what is best done online. F2F Speaking, interaction, dialogue, role play, and focus on meaning Online receptive skills, remedial work, drills, writing, reflection, focus on form •Blended learning supports a dogme classroom •It’s not about the technology, it’s about the learner
- 85. Principle 2: blended task design When designing tasks, separate elements of the task into what is best done F2F and what is best done online. F2F Speaking, interaction, dialogue, role play, and focus on meaning Online receptive skills, remedial work, drills, writing, reflection, focus on form •Blended learning supports a dogme classroom •It’s not about the technology, it’s about the learner •Tech-enabled flipped classrooms humanise
- 86. Implementing blended learning design: Three levels of analysis 1. Task level 2. Course level 3. Strategic level
- 87. Implementing blended learning design: Three levels of analysis 1. Task level 2. Course level 3. Strategic level
- 88. Principle 3: blended course design
- 89. Principle 3: blended course design When designing courses, integrate the F2F and online elements together so that they are co-dependent, with either a fixed or emergent syllabus.
- 90. Principle 3: blended course design When designing courses, integrate the F2F and online elements together so that they are co-dependent, with either a fixed or emergent syllabus. Dual track Integrated
- 91. Principle 3: blended course design When designing courses, integrate the F2F and online elements together so that they are co-dependent, with either a fixed or emergent syllabus. Dual track Integrated F2F online
- 92. Principle 3: blended course design When designing courses, integrate the F2F and online elements together so that they are co-dependent, with either a fixed or emergent syllabus. Dual track Integrated F2F online F2F online
- 93. Principle 3: blended course design When designing courses, integrate the F2F and online elements together so that they are co-dependent, with either a fixed or emergent syllabus. Dual track Integrated F2F online F2F online
- 94. Principle 3: blended course design When designing courses, integrate the F2F and online elements together so that they are co-dependent, with either a fixed or emergent syllabus. Dual track Integrated F2F online F2F online
- 95. Principle 3: blended course design When designing courses, integrate the F2F and online elements together so that they are co-dependent, with either a fixed or emergent syllabus. Dual track Integrated Integrated F2F online F2F online F2F online
- 96. Case study #1
- 97. Case study on course design: LTC
- 98. Case study on course design: LTC Uses range of dual track and integrated
- 99. Course design: dual track and integrated
- 100. Course design: dual track and integrated • Defines course design based on client, teachers
- 101. Course design: dual track and integrated • Defines course design based on client, teachers • Dual track uses print coursebook (Business Benchmark) for F2F, with online components
- 102. Course design: dual track and integrated • Defines course design based on client, teachers • Dual track uses print coursebook (Business Benchmark) for F2F, with online components • Digital component is Business Benchmark workbook, some coursebook content, plus 25% customized content
- 103. Course design: dual track and integrated • Defines course design based on client, teachers • Dual track uses print coursebook (Business Benchmark) for F2F, with online components • Digital component is Business Benchmark workbook, some coursebook content, plus 25% customized content • Integrated courses fully personalised, customised for each client, group
- 104. Course design: dual track and integrated • Defines course design based on client, teachers • Dual track uses print coursebook (Business Benchmark) for F2F, with online components • Digital component is Business Benchmark workbook, some coursebook content, plus 25% customized content • Integrated courses fully personalised, customised for each client, group • Integrated courses pre-loaded with content anticipated through NA, but only “published” when need emerges
- 105. Course design: dual track and integrated • Defines course design based on client, teachers • Dual track uses print coursebook (Business Benchmark) for F2F, with online components • Digital component is Business Benchmark workbook, some coursebook content, plus 25% customized content • Integrated courses fully personalised, customised for each client, group • Integrated courses pre-loaded with content anticipated through NA, but only “published” when need emerges • Benefit to corp HR: emergent performance-based syllabus focusing on bottom-line business needs
- 106. Implementing blended learning design: Three levels of analysis 1. Task level 2. Course level 3. Strategic level
- 107. Principle 4: blended strategy design
- 108. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each.
- 109. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each. Stakeholder Benefit
- 110. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each. Stakeholder Benefit Universities, HR
- 111. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each. Stakeholder Benefit Universities, HR Students
- 112. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each. Stakeholder Benefit Universities, HR Students Teachers
- 113. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each. Stakeholder Benefit Universities, HR Do more with less Students Teachers
- 114. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each. Stakeholder Benefit Universities, HR Do more with less Students Flexibility Teachers
- 115. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each. Stakeholder Benefit Universities, HR Do more with less Students Flexibility Teachers Better teaching, pro dev, higher pay
- 116. Case study #2
- 117. Case study on strategy: Vantage
- 118. Case study on strategy: Vantage Business model, stakeholder benefits
- 119. Business model, stakeholder benefits
- 120. Business model, stakeholder benefits • 1500 students in blended learning program
- 121. Business model, stakeholder benefits • 1500 students in blended learning program • Programs based on course duration, not class hours
- 122. Business model, stakeholder benefits • 1500 students in blended learning program • Programs based on course duration, not class hours • Courses are priced just below market average
- 123. Business model, stakeholder benefits • 1500 students in blended learning program • Programs based on course duration, not class hours • Courses are priced just below market average • 50% F2F, 50% online: teaching costs drop, margin up
- 124. Business model, stakeholder benefits • 1500 students in blended learning program • Programs based on course duration, not class hours • Courses are priced just below market average • 50% F2F, 50% online: teaching costs drop, margin up • Use higher margin to raise teacher pay, Ss support
- 125. Business model, stakeholder benefits • 1500 students in blended learning program • Programs based on course duration, not class hours • Courses are priced just below market average • 50% F2F, 50% online: teaching costs drop, margin up • Use higher margin to raise teacher pay, Ss support • Benefit to universities, corp HR: better teaching, flexibility, doing more with less infrastructure
- 126. Principle 4: blended strategy design
- 127. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each.
- 128. Principle 4: blended strategy design Implementing blended learning requires pro-active and sustained communication to all stakeholders regarding specific benefits and expectations for each. Principle 4 corollary: The most important stakeholders are the teachers.
- 129. Case study #3
- 130. Case study on onboarding: LTC
- 131. Case study on strategy design: LTC Teacher-driven onboarding is required
- 132. Case study on onboarding: LTC
- 133. Case study on onboarding: LTC • Defines course design based on client, teachers
- 134. Case study on onboarding: LTC • Defines course design based on client, teachers • HR department defines realistic online time expectations: ranges from 30 minutes to 90 minutes per week.
- 135. Case study on onboarding: LTC • Defines course design based on client, teachers • HR department defines realistic online time expectations: ranges from 30 minutes to 90 minutes per week. • Online component not introduced until second class
- 136. Case study on onboarding: LTC • Defines course design based on client, teachers • HR department defines realistic online time expectations: ranges from 30 minutes to 90 minutes per week. • Online component not introduced until second class • In second class, teachers introduce platform, online component projected in class on IWB or screen
- 137. Case study on onboarding: LTC • Defines course design based on client, teachers • HR department defines realistic online time expectations: ranges from 30 minutes to 90 minutes per week. • Online component not introduced until second class • In second class, teachers introduce platform, online component projected in class on IWB or screen • Course invitations to LMS sent from F2F class itself
- 138. Case study on onboarding: LTC • Defines course design based on client, teachers • HR department defines realistic online time expectations: ranges from 30 minutes to 90 minutes per week. • Online component not introduced until second class • In second class, teachers introduce platform, online component projected in class on IWB or screen • Course invitations to LMS sent from F2F class itself • Course structure, benefits, expectations discussed
- 139. Case study on onboarding: LTC • Defines course design based on client, teachers • HR department defines realistic online time expectations: ranges from 30 minutes to 90 minutes per week. • Online component not introduced until second class • In second class, teachers introduce platform, online component projected in class on IWB or screen • Course invitations to LMS sent from F2F class itself • Course structure, benefits, expectations discussed • Teachers lead process as “ambassadors”
- 140. Summary
- 141. By letting humans do what humans do best, and machines do what machines do best, blended learning provides a humanistic, student-driven, personalised learning.
- 142. When possible, always leverage technology to enable “web 2.0”, bottom-up, student- centred, user-generated content and output.
- 143. Optimal blended course design fully integrates classroom and online tasks
- 144. Successful implementation of blended programs requires communication of stakeholder benefits
- 145. Principle 4 corollary: teachers first
- 146. Principle 4 corollary: teachers first Web 2 approach: bottom up, active users
- 147. Principle 4 corollary: teachers first Web 2 approach: bottom up, active users Principle 5: Teachers can engage with technology themselves, not waiting for institutional direction. Action research approach.
- 148. Thank you.
- 149. Approaches to BE, ESP course design Curricular, needs-based, performance-based Course design Selection of outcomes Material and process Source: Cleve Miller in 2/2010 Business Issues (BESIG)
- 150. Approaches to BE, ESP course design Curricular, needs-based, performance-based Course design Selection of outcomes Material and process Curriculum-based Needs-based Performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG)
- 151. Approaches to BE, ESP course design Curricular, needs-based, performance-based Course design Selection of outcomes Material and process predicts generic Curriculum-based performance goals Needs-based Performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG)
- 152. Approaches to BE, ESP course design Curricular, needs-based, performance-based Course design Selection of outcomes Material and process predicts generic Curriculum-based Work through a coursebook performance goals Needs-based Performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG)
- 153. Approaches to BE, ESP course design Curricular, needs-based, performance-based Course design Selection of outcomes Material and process predicts generic Curriculum-based Work through a coursebook performance goals identifies categories Needs-based of performance goals Performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG)
- 154. Approaches to BE, ESP course design Curricular, needs-based, performance-based Course design Selection of outcomes Material and process predicts generic Curriculum-based Work through a coursebook performance goals identifies categories Select from range of resources, Needs-based of performance goals based on needs analysis Performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG)
- 155. Approaches to BE, ESP course design Curricular, needs-based, performance-based Course design Selection of outcomes Material and process predicts generic Curriculum-based Work through a coursebook performance goals identifies categories Select from range of resources, Needs-based of performance goals based on needs analysis responds to specific Performance-based performance events Source: Cleve Miller in 2/2010 Business Issues (BESIG)
- 156. Approaches to BE, ESP course design Curricular, needs-based, performance-based Course design Selection of outcomes Material and process predicts generic Curriculum-based Work through a coursebook performance goals identifies categories Select from range of resources, Needs-based of performance goals based on needs analysis responds to specific Language needs for the event Performance-based performance events define materials, methods Source: Cleve Miller in 2/2010 Business Issues (BESIG)
Editor's Notes
- #2: About me and English360, teacher, school owner, e360, e360>consultant, e360>e360.\n\nBE, not classroom-based GE. Instead ESP, personalization, performance-based, 1-1 = dogme, tyranny of the coursebook\n\nGeneralisation issue\n
- #3: Overview of BE and tech, where it’s going, opportunities with technology.\n\nLots of enthusiasm, blogs, conferences, websites, buzz.\n\nGeneralization issue\nPersonalization\nPerformance based syllabus\n
- #4: Overview of BE and tech, where it’s going, opportunities with technology.\n\nLots of enthusiasm, blogs, conferences, websites, buzz.\n\nGeneralization issue\nPersonalization\nPerformance based syllabus\n
- #5: Overview of BE and tech, where it’s going, opportunities with technology.\n\nLots of enthusiasm, blogs, conferences, websites, buzz.\n\nGeneralization issue\nPersonalization\nPerformance based syllabus\n
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- #7: Overview of BE and tech, where it’s going, opportunities with technology.\n\nLots of enthusiasm, blogs, conferences, websites, buzz.\n\nGeneralization issue\nPersonalization\nPerformance based syllabus\n
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- #49: Overview of BE and tech, where it’s going, opportunities with technology.\n\nLots of enthusiasm, blogs, conferences, websites, buzz.\n\nGeneralization issue\nPersonalization\nPerformance based syllabus\n
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- #59: Moving into stage 2: pedagogy > personalization > performance\n\n
- #60: Overview of BE and tech, where it’s going, opportunities with technology.\n\nLots of enthusiasm, blogs, conferences, websites, buzz.\n\nGeneralization issue\nPersonalization\nPerformance based syllabus\n
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- #82: About me and English360, teacher, school owner, e360, e360>consultant, e360>e360.\n\nBE, not classroom-based GE. Instead ESP, personalization, performance-based, 1-1 = dogme, tyranny of the coursebook\n\nSo I developed a open online platform to do all this. This puts me in a quandry, because I’m in the wonderful position where, whatever I believe pedagogically, I can implement in the English360 platform. So there is a one to one correspondence between what I believe as a teacher and the platform. The downside to this is that I can’t talk about my ideas in ELT without it sounding like a sales pitch. So with that pre-emptive caveat let’s get the issues at play here.\n
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- #100: About me and English360, teacher, school owner, e360, e360>consultant, e360>e360.\n\nBE, not classroom-based GE. Instead ESP, personalization, performance-based, 1-1 = dogme, tyranny of the coursebook\n\nSo I developed a open online platform to do all this. This puts me in a quandry, because I’m in the wonderful position where, whatever I believe pedagogically, I can implement in the English360 platform. So there is a one to one correspondence between what I believe as a teacher and the platform. The downside to this is that I can’t talk about my ideas in ELT without it sounding like a sales pitch. So with that pre-emptive caveat let’s get the issues at play here.\n
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- #111: About me and English360, teacher, school owner, e360, e360>consultant, e360>e360.\n\nBE, not classroom-based GE. Instead ESP, personalization, performance-based, 1-1 = dogme, tyranny of the coursebook\n\nSo I developed a open online platform to do all this. This puts me in a quandry, because I’m in the wonderful position where, whatever I believe pedagogically, I can implement in the English360 platform. So there is a one to one correspondence between what I believe as a teacher and the platform. The downside to this is that I can’t talk about my ideas in ELT without it sounding like a sales pitch. So with that pre-emptive caveat let’s get the issues at play here.\n
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- #121: About me and English360, teacher, school owner, e360, e360>consultant, e360>e360.\n\nBE, not classroom-based GE. Instead ESP, personalization, performance-based, 1-1 = dogme, tyranny of the coursebook\n\nSo I developed a open online platform to do all this. This puts me in a quandry, because I’m in the wonderful position where, whatever I believe pedagogically, I can implement in the English360 platform. So there is a one to one correspondence between what I believe as a teacher and the platform. The downside to this is that I can’t talk about my ideas in ELT without it sounding like a sales pitch. So with that pre-emptive caveat let’s get the issues at play here.\n
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