2023:1 'Teaching Literature on a Cloud: Blended Learning for Young Learners', D. Primalis (Greece)
Online teaching and learning technology became an integral part of teaching during the Covid19 lockdown. However, as these radical changes were introduced practically overnight, teachers and students were often not able to explore the full potential of asynchronous learning. Upon returning to brick-and-mortar classrooms, priority was given to establishing a pre-pandemic routine and emphasis was given on socializing and interaction putting aside the need for developing extensive reading skills, and exposure to English culture which is apparent in many classes. Even though literature can cater to these needs, the syllabus usually has a finite number of hours that do not allow for a literature slot in an EFL class. Taking into consideration that the majority of learners are familiar with the use of technology, a literature course was designed to accommodate the above-mentioned needs, using cloud-based learning tools. The presentation aims at highlighting the benefits learners can reap from a combination of synchronous and asynchronous learning practices despite their young age. It consists of three parts: 1. A brief introduction on the rationale behind the course design, anticipated difficulties and factors that were taken into consideration. 2. Practical activities and tools used during the literature course. The audience will be asked to be actively involved. Samples from student work will be displayed and lessons learned during the piloting of the literature course will be shared. 3. The floor will be given to the audience to ask questions and exchange experiences.
Online teaching and learning technology became an integral part of teaching during the Covid19 lockdown. However, as these radical changes were introduced practically overnight, teachers and students were often not able to explore the full potential of asynchronous learning. Upon returning to brick-and-mortar classrooms, priority was given to establishing a pre-pandemic routine and emphasis was given on socializing and interaction putting aside the need for developing extensive reading skills, and exposure to English culture which is apparent in many classes. Even though literature can cater to these needs, the syllabus usually has a finite number of hours that do not allow for a literature slot in an EFL class. Taking into consideration that the majority of learners are familiar with the use of technology, a literature course was designed to accommodate the above-mentioned needs, using cloud-based learning tools. The presentation aims at highlighting the benefits learners can reap from a combination of synchronous and asynchronous learning practices despite their young age. It consists of three parts: 1. A brief introduction on the rationale behind the course design, anticipated difficulties and factors that were taken into consideration. 2. Practical activities and tools used during the literature course. The audience will be asked to be actively involved. Samples from student work will be displayed and lessons learned during the piloting of the literature course will be shared. 3. The floor will be given to the audience to ask questions and exchange experiences.