Following on from my last blog post about the difference between ELT and EAP in terms of classroom delivery, I wanted to think about that difference in terms of syllabus design. If, as I contend, EAP lessons should be aimed appropriately at the maturity of students, deliver lesson outcomes efficiently for time-poor students and be challenging rather than simply enjoyable, what are the implications for syllabus design?Continue reading “Teach to the target rather than to the level”
A review of the past and future of learning from the Head of Open Learning at MIT
I like to read beyond the boundaries of the EAP discipline to gain insights into the way other disciplines (Learning Development in HE or Learning Technologies) are grappling with problems that I’ve experienced in syllabus design or teaching and learning. However, I don’t have time to read the primary research – there’s too much of it and it won’t be accessible to me as a non-specialist – so I’m always on the lookout for publications which digest the research for a general reader. I can then follow on from those with a more detailed look at specific aspects of interest. One such book came to my attention recently: Grasp by Sanjay Sarma, Head of Open Learning at MIT. The subtitle claims that the book explains the ‘science transforming how we learn’. I recommend this book for anyone grappling with the move to online learning.continue reading
Learning through interaction in synchronous and asynchronous modes.
The Heriot-Watt Pre-sessional English (PSE) Online programmes are almost finished for 2020 with materials delivery and assessment now complete. In migrating the campus-based programmes online, we used a flipped learning approach. Bishop & Verleger (2013) provide a working definition of this concept by contrasting activities which require human interaction with activities which can be automated using technology. (see image) For programmes delivered wholly online the contrast would be synchronous versus asynchronous activities.continue reading
Graduate attributes such as a sense of research-mindedness, an orientation to problem-solving and a tolerance for ambiguity can bring an EAP syllabus closer towards the expectations of the academy.
I was asked to do a CPD workshop recently on how to incorporate graduate attributes into an EAP syllabus. Graduate attributes are ‘the skills, knowledge and abilities of university graduates, beyond disciplinary content knowledge, which are applicable to a range of contexts and are acquired as a result of completing any undergraduate degree’ (Barrie, 2006).continue reading