E-Learning

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ATESL Adult ESL Curriculum Framework
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Section 8: E-Learning
Table of Contents

4 Overview
4 Why e-learning in ESL?
4 What is e-learning?
6 The benefits of e-learning
7 Key considerations for integrating e-learning into ESL curricula
9 Integrating e-learning into ESL curricula
10 Designing e-learning tasks
12 Effective assessment strategies for e-learning
16 Principled e-learning and teaching practices
Digital literacy
Instructor e-practices
18 Conclusion
19 References
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Overview
E-learning is gaining momentum across Alberta as English language curriculum developers and instructors recognize
the benefits of incorporating educational technologies1 into their programs. In this section of the ATESL Curriculum
Framework, we

• Highlight the key considerations for integrating e-learning into ESL curricula.
• Identify the guiding principles for designing tasks and selecting effective assessment strategies that
incorporate educational technologies.
• Present principled e-learning and teaching practices.

Why e-learning in ESL?

“ ”
Few language teachers would dare to admit that they are not interested in
technology, at least as support of the language curriculum, for fear of being
classified as outdated or out of touch with best practices.2

English language instructors have long used technology in their everyday teaching practices. While practitioners may
have transitioned from writing notes on a blackboard to using an interactive whiteboard (e.g., SMART Board), or from
using audio cassette tapes to using podcasts, keeping pace with the rapidly changing nature of technology can be
challenging. Adding to this challenge, suggestions for selecting and using educational technologies are often not
articulated or integrated within curricula. Rather, the implementation and use of technologies is left to the discretion
of individual instructors. The aim of the following section is to provide an
overview of the considerations for planning and including e-learning as an ATESL Best Practices for Adult ESL/
LINC Programming in Alberta
intentional element of English language curricula.3 No. 41 (indicator 49)

Technology is used to encourage

learners to explore and create
What is e-learning? language, as well as to use
E-learning describes the use of educational technologies that include, but language to explore ideas,
are not limited to, the use of computers, the Internet, and videoconferencing.4 solve problems, develop new
In practice, e-learning allows learners flexibility in choosing the time and/or skills, and negotiate and
location for learning.5 One or a combination of the following delivery modes communicate with an expanded
may be used: audience.

• Online learning (delivered via a course management system, e.g.,

Blackboard, Moodle)
• Blended learning (a combination of face-to-face and online instruction)
• Integration of educational technologies into the face-to-face classroom (e.g., videoconferencing, interactive
whiteboards, digital voice recorders)

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1 Garrison and Anderson (2003) define educational technologies as: “those tools used in formal educational practice to disseminate, illustrate, communicate, or immerse
learners and teachers in activities purposefully designed to induce learning” (p. 34).
2 Blake, 2007, p. 83.
3 For a companion guide that provides practical teaching and learning ideas and examples for integrating a wide variety of technology tools and resources into the ESL

context, see E-learning tools and resources in ESL: Putting principles into practice (Chambers, 2011).
4 Light, 2011.
5 Light, 2011.
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Many ESL programs in Alberta are able to provide learners with regular computer lab time, and instructors have likely
used (or sampled) a range of web-based language learning tools and resources. Though many e-learning tools and
resources available on the Internet are not designed specifically for English language learning, most have user-friendly
formats and are customizable. When the appearance and content of the tools can be modified, e-learning tasks,
materials, and assessment tools can be designed to address English language learning outcomes and support learners
in a meaningful way.

Within some ESL contexts, access to computer-based technologies may be limited or non-existent. In these settings,
e-learning technologies that do not rely on computers may be incorporated into face-to-face classrooms. These may
include the use of videoconferencing, which is currently implemented within some rural Alberta ESL programs,6 and
interactive whiteboards (e.g., SMART Boards). Other e-learning technologies that lend themselves well to face-to-face
contexts include digital voice and video recorders, smartphones, wikis, and more recently, tablet PCs (e.g., Apple’s iPad
& iPad2, Blackberry’s PlayBook). See Table 1 for some of the many ways in which two of these learning technologies
can be used in an ESL class.

—————————–————— Table 1. Using wikis and digital voice recorders. ————–——————————

Wikis are editable web-based pages that require a computer and an Internet connection.

• At the beginning of the course, instructors create a wiki for the class and a page for each of the learners, so
learners can introduce themselves to their classmates and post personal work throughout the course.
• Learners are paired with long distance or foreign partners to exchange cultural information about the
countries in which they live. Digital photos, videos, and audio files can be uploaded to the wiki to support
written entries.
• Learners practice their writing and editing skills as they prepare a Wikipedia entry of their choice.

Digital voice recorders, either built into the computer or handheld devices (e.g., iPods), can be used to create
podcasts that may be uploaded or embedded into, for example, PowerPoint presentations, weblogs, wikis, webpages,
and course management systems.7
• Learners create an educational podcast (a digital audio recording) about a local place of interest (e.g., zoo,
nature reserve, historical monument). This could involve researching the place or area, conducting interviews
and surveys, writing a script, and recording their findings. The podcasts can be presented to the class and
discussed. (Podcasts can be loaded onto a desktop PC. If Internet access is available, podcasts can be
uploaded to iTunes where learners can access and listen to them at their convenience.)
• Small group conversations or discussions are captured for playback and review.
• Learners record themselves as they narrate a story or practice a presentation. The recording can be used for
focused pronunciation practice.
• Curriculum developers and instructors create podcasts using a digital recorder, building a library of podcasts
that can be used for developing listening strategies and skills, or to provide models for pronunciation
practice.
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6 For example, the Bridges for Rural Immigrants project at Bow Valley College.
7 Handheld digital voice recorders do not require a computer or an Internet connection unless podcasts are uploaded to an online repository or played on a computer.
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Second language acquisition research suggests that whether language learning instruction is delivered in a face-
to-face classroom or at a distance, learning outcomes and the processes of language learning remain the same.8
E-learning technologies and practices can be incorporated into all elements of curriculum design. The benefits
associated with an effective, intentional approach to implementing e-learning are explored next.

The benefits of e-learning

The following benefits associated with e-learning are informed by the literature,9 grounded in the experiences of
instructors in the field, and discussed at conferences for English language professionals.10 Integrating e-learning within
ESL curriculum allows for the following:

• Accommodation of multiple forms of communication (i.e., text, oral, and aural). Technology-based
communication tools (e.g., blogs, wikis, podcasts) have potential to act as a “springboard for thinking deeply
and engaging with content in the ways promoted in classroom instruction.” 11
• Extended learning opportunities. Learning extends beyond the brick and mortar classroom to
communication with other language learners situated in different contexts or countries. Working
collaboratively with culturally diverse learners draws attention to the perspectives, practices and products of
different cultures.12
• A flexible approach to instruction. For example, readings, quizzes, practice activities, and sample exams
can be available for learners online. Instructors can use technologies to effectively track grades, monitor
learner progress, and provide timely feedback when learners’ assignments and collaborative group work are
available online (e.g., weblogs or wikis).
• Extended access to a wide variety of online services. These services can include language learning
supports (e.g., electronic tutorials, social networks, online resources), as well as government, employment,
and community agencies.

For more information on strategies to build ICC and foster culturally responsive teaching and learning
environments, see Section 7: Intercultural Communicative Competence.

While e-learning is widely recognized for the benefits it brings to English language learners, its implementation and
use has varied widely. E-learning is not a panacea for the challenges of language learning and instruction, even among
the most technologically enamored, and its implementation can be challenging. A recent e-survey13 of program
coordinators, instructors, and volunteers of rural Alberta ESL and literacy providers revealed the following barriers to
the use of technology:

• Limited or no access to computer labs (specifically for part-time and volunteer programs)
• No Internet access in the classroom
• A shortage of computers and other educational technologies (e.g., voice recorders, software)
• Instructors’ and learners’ lack of familiarity with technologies
• Learners’ low literacy levels

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8 Kern, Ware, & Warschauer, 2008.
9 For example, Blattner & Fiori, 2009; Egbert & Yang, 2004; Levy, 2009; Stockwell, 2007.
10 For example, ATESL, TESL Canada, TESOL, CALICO, EUROCALL.
11 Kern, Ware, & Warschauer, 2008, p. 286-287.
12 Blake, 2007; Chapelle, 2007; Dooly, 2008.
13 Foote & Light, 2010.
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The benefits of e-learning mentioned earlier do not ensue automatically just because technology tools have been
used.14 Rather, learners benefit the most from e-learning when educational technologies are intentionally integrated
and articulated into language curriculum in ways that support the program goals and learning outcomes.15

Key considerations for integrating e-learning into ESL curricula

A number of guiding principles and standards documents have been published addressing how e-learning
technologies may best be used to design quality programs and promote effective practices. These include the
Canadian Recommended E-learning Guidelines,16 TESOL Technology Standards Framework,17 and Guiding Principles for
Online ESL Programming.18 Each document concisely identifies and describes guiding principles for e-learning. In
addition to these guidelines, Alberta educational contexts require adherence to the Copyright Act,19 the Personal
Information and Protection Act20 (PIPA), and the Freedom of Information and Protection of Privacy Act21 (FOIP). It
is important to be aware of the requirements of PIPA and FOIP to protect learners when they work in an online,
sometimes open, environment.22

Table 2 builds from the guiding principles and standards documents and offers an overview of the key design
considerations for integrating e-learning into English language curriculum.

——————— Table 2. Key design considerations for integrating e-learning into a curriculum. —–—————

Program • Identify the e-learning competencies the curriculum will support and articulate these as
considerations outcome statements.
• Ensure both learners and instructors have access to institutional supports including IT and
library services and up-to-date educational technologies (e.g., computer lab, software, high
speed Internet).23
• State how PIPA and FOIP considerations will be communicated to instructors and learners to
protect personal information in online environments.
• Offer on-going sustainable e-learning professional development opportunities including
training and mentorship in educational technologies.

Mindful e-learning • Consider learners’ openness, comfort, and experience using educational technologies (See
“Digital literacy,” below).
• Recognize that learners’ familiarity with one type of technology (e.g., voice chat) does not
guarantee familiarity with educational technologies (e.g., webinars).

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14 Blake, 2007.
15 Blake, 2007.
16 Barker, 2002.
17 TESOL, 2008.
18 Light, 2011.
19 See the Department of Justice Canada, http://laws-lois.justice.gc.ca/eng/acts/C-42/index.html.
20 See http://servicealberta.ca/pipa.
21 See http://www.servicealberta.ca/foip.
22 Though based on American privacy law, Diaz, Golas, and Gautsch (2010) offer a number of useful suggestions for protecting learners when they engage in online settings.
23 Shimoni & Barrington, 2010.
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Intercultural • Provide opportunities for learners to develop intercultural communicative competence and
communicative cross-cultural knowledge24 through opportunities to interact with global participants (e.g.,
competence videoconferencing).

Determining needs • Identify the digital literacy skills of learners through a survey, interview, or discussion group.
• Provide opportunities for learners to demonstrate their digital literacy skills, for example, by
searching for information on the Internet, sending an e-mail to the instructor, or setting up
a Skype account.

Setting and • Clearly state the e-learning outcomes learners are expected to demonstrate and how these
assessing outcomes will be assessed.
• Include opportunities for learner self-reflection.25
• Give easy-to-understand instructions, well-defined expectations, and quality exemplars.
• Provide grading rubrics for contributions to discussions and collaborative e-learning efforts
(e.g., group work on assignments and projects).
• Include opportunities for instructor and peer feedback.

Sequencing tasks Build e-learning tasks that provide ideal conditions for second language acquisition by
ensuring the following:
• Vocabulary and grammar are presented in a way that is relevant and noticeable to
the learner.
• Learners engage in meaningful communicative practice.
• Learners are supported as they notice and correct their errors.26
• Ensure content is clearly organized and easy to navigate, instructions are clear, and
language is easy to understand.
• Include relevant, practical, accessible e-learning tasks throughout the curriculum.
• Consider the strengths and limitations of the technology tools being used.
• Incorporate opportunities for meaningful interaction and collaboration among and
between the learners, the instructor, and others (e.g., distant conversation partners).

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24 Blake, 2007; Dooly, 2008; Garrison & Anderson, 2003.
25 Palloff & Pratt, 2009.
26 Chapelle,1998.
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Selecting methods • Use technology tools in an intentional way that complements the course content and
and materials methodology choices.
• Promote an active, engaged instructional approach that provides prompt feedback and
clearly communicates expectations.
• Introduce, develop and extend learners’ e-learning skills in an intentional way to advance
their skill set.
• Provide ample time for learner exploration and discovery when using new technologies.
• Encourage the use of technology as a social and academic learning medium.27
• Incorporate e-learning tools and resources that are relevant, practical, and accessible to
learners.
• Emphasize collaboration and the co-construction of knowledge when e-learning tools and
resources are used.
• Communicate to learners that the technical challenges they experience are not a reflection
of their linguistic skills.28
• Be prepared to accommodate and adapt to the different digital literacy levels that emerge
among learners.

Demonstrating • Ask learners to provide suggestions for improving the use of e-learning within the course
accountability as well as to comment on their experiences using online tools and resources. Incorporate
learners’ suggestions into the curriculum, as applicable.
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Integrating e-learning into ESL curricula

E-learning is not always articulated within English language curriculum documents; its implementation is often left to
the discretion of individual instructors. It may also be considered an ‘add-on’ to an already existing program or course,
instead of an integrated dimension of the curriculum. Quality e-learning instructional design and practice relies on the
same foundational curriculum design processes and instructional decisions as traditional face-to-face ESL programs.
In the next sections, we highlight the principles for designing e-learning tasks and selecting effective assessment
strategies for e-learning.

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27 Seeley-Brown, 2002.
28 Hampel, 2006.
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Designing e-learning tasks

It would be convenient and cost efficient to simply move tasks (and materials) that work well in face-to-face
classrooms into an e-learning environment; however, new technology tools and resources tend to complement rather
than replace existing practices. For example, e-mail has not replaced phone calls because each communication mode
suits different functions or purposes.29 While the guiding principles of task design for the face-to-face ESL classroom
and for e-learning are generally shared, there are a number of considerations that are unique to e-learning tasks.
The resources and tools available in e-learning often serve a purpose that cannot be duplicated in the traditional
classroom; for example, wikis and blogs are well-suited to writing tasks that require collaboration among learners.
Ideally, an e-learning task should be more than just an opportunity to use language; a good e-learning task should
be one that promotes language learning. In order to maximize their language learning potential,30 it is important that
e-learning tasks do the following:

• Take into account the strengths and limitations of the technology tools being used. For example, engaging
learners in online interaction within larger groups does not automatically result in the negotiation and
practice that leads to language acquisition. Instead, smaller groups or pairs working within a course
management system discussion31 with clearly defined task goals and instructions will result in more
collaboration and practice to better support language learning.
• Foster digital literacy by introducing technology in an intentional, gradual way (sequenced and spiraled) to
build awareness and skills, teaching learners how to learn with technology.
• Consider the learners’ language proficiency, their comfort and skills using technology (digital literacy), and
their learning styles and intelligences when designing e-learning tasks.
• Support active learning outside the classroom by requiring learners to work together to complete a task.
When working in groups to complete an assignment or project, online tools such as wikis or document-
sharing sites support online collaboration and communication.
• Build in opportunities for feedback from the instructor and other learners. For example, learners’ work can be
posted on a secure online space (i.e., a wiki, blog, or website), so learners can leave comments and questions
about the work of their peers.

For more information on active learning, multiple intelligences, and learning styles, see Section 6: Mindful
Learning. For more information on task design, sequencing, and spiraling, see Section 3: Sequencing Tasks.

For curriculum designers and instructors alike, designing e-learning tasks requires a substantial time commitment,
a comfort and willingness to experiment with educational technologies, and a commitment to actively engage
learners in a purposeful way. (See sample lesson plan in Figure 1.) Regardless of whether the course takes place in an
online, blended or classroom-only context, effective e-learning tasks focus on developing language skills, building
knowledge, and fostering intercultural communicative competence. Curriculum design considers the integration and
building of e-learning tasks in a scaffolded, sequenced way rather than as a one-off approach.

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29 Chapelle, 2001.
30 Chapelle (2001) refers to language learning potential as “the extent to which an activity can be considered to promote language learning rather than simply serving an

opportunity for language use” (p. 8).

31 E.g., Blackboard, Moodle.
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Below is a sample lesson plan designed for an intermediate level ESL face-to-face class with learners who have some
experience and comfort working with technology. It incorporates e-learning tools and resources within a set of tasks.

—————–—–––––––––––––––––––––––––––— Table 3. Sample lesson plan. —––––––—–––––––––––––––––––—–––———

Ghosts of Banff Springs Hotel E-learning considerations

Background: The Banff Springs Hotel is located in Banff, • This lesson can be adapted to fit within your particular
Alberta. This castle-like hotel was built in 1888 by the curriculum.
Canadian Pacific Railway. It is situated in the beautiful • Develop learning outcomes that address your curriculum
Rocky Mountains. Over the years, many ghostly goals.
encounters have been documented by patrons and
staff of the hotel. The hotel is a busy tourist destination.
In fact, the Banff Springs Hotel is so popular today
visitors must make a reservation far in advance of their
visit. They can expect to pay $250.00 and more per
night. The popularity of the hotel may be due, in part,
to the spine-chilling ghosts who are thought to live
there.

Learners will:
• Use Google Maps to learn facts about the Banff area. • Ensure the objectives of the tasks address the specific
• Write an advertisement for a travel destination of their learning outcomes identified in the curriculum.
choice. • Make learning objectives explicit so that learners know
• View a YouTube video about the Banff Springs Hotel. the criteria for successfully completing the learning
• Use Google Docs to access and download a tasks.
worksheet. • Consider learners’ comfort and skills with e-learning
• Use VoiceThread to express opinions in response to a tools when setting learning outcomes. Avoid
question and respond to the postings of three peers. overwhelming learners with unfamiliar online tools.

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Task 1: Banff – A traveller’s paradise
• Let's learn about Banff! Go to Google Maps (http:// • Provide clear, concise directions and instructions for
maps.google.ca) Enter Banff, Alberta into the search learners.
box. • Include web site addresses and a description of the
features available when using the e-learning tool or
• On the menu on the left-hand side of the screen, resource. This is particularly important when learners are
click on the link Explore this area. Click on Photos to using the tool for the first time.
see pictures of places and animals found in Banff. • Build in opportunities for learners to explore the tool’s
Click on Videos to see short movies about Banff. unique features. In this lesson, learners are encouraged
• On the map, you can zoom in to have a closer look to use the zoom feature of Google Maps to explore the
at specific places in Banff or you can zoom out to Banff town site.
see where Banff is located within Alberta, Canada, • Tell learners what is expected for successful completion
and the world. of the learning task, including a description of the
elements to be included. Consider using a rubric.
• Create an advertisement for a travel destination
of your choice. Use a word processing program,
your blog or wiki, or Glogster (edu.glogster.com) to
develop your advertisement. Use royalty-free images.
If you use a word processing program, upload the
completed version to your Google Docs account and
share it with all your classmates and your instructor.
Share your online advertisements with your peers.
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Task 2: Ghosts of the Banff Springs Hotel
• Watch the short video (http://tinyurl.com/4op4qxy) to • Include a variety of e-learning tools to address each
see images of the Banff Springs Hotel. language skill area. In this lesson, learners practice their
• Read the story, “The Dancing Bride of the Banff listening comprehension and reading skills.
Springs Hotel.” It is available on your Google Docs
account. Download the file to your computer.
Complete the fill-in-the-blanks found at the end of the
story. E-mail the file to your instructor.
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Task 3: Stating your opinion.
• Watch the video (http://youtu.be/u6trH81xpko) to see • Use e-learning tools to support collaborative work.
images of ghosts. (Warning: Some pictures may be • Build in opportunities for peer review and assessment.
frightening!) Provide learners with a rubric to review the work of their
• Go to VoiceThread (http://voicethread.com/ peers.
share/593387) and record your answer to this
question: Do you think the pictures in the video are
proof ghosts exist? Be sure to listen to the recordings of
your peers and respond to their comments. You must
respond to three people.
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“ ”
Effective assessment strategies for e-learning
Language testing that is driven by technology, rather than technology
being employed in the service of language testing, is likely to lead us down
a road best not traveled.32

Standardized tests (e.g., TOEFL) often make use of technology-based tools because they tend to be efficient, valid, and
cost-effective.33 While these types of large-scale tests are generally used for placement purposes, we focus attention
on assessment of and for learning within ESL programs. Accordingly, the principles for developing or selecting
e-learning assessment strategies and tools emphasize what the learners are able to do and focus on aligning learning
outcomes with the processes of teaching and learning. When e-learning tools and technologies are included as an
integral part of ESL curricula, the forms of assessment thought to be most effective are

o Portfolio assessment.
o Authentic assessments that require learners attend to real-world issues (e.g., project-based learning).
o Performance-based assessments (e.g., wikis, blogs, multimedia presentations).34

These forms of assessment focus on the process of learning in authentic, real-world applications and incorporate the
key e-learning principles and practices.

For more information on assessment in general, and portfolio assessment in particular, see Section 2: Setting
and Assessing Outcomes. For more information on project-based learning, see Section 3: Sequencing Tasks.

Whether an ESL course is delivered entirely online, blended, or in a face-to-face classroom that occasionally uses
educational technologies, effective assessment strategies reflect the active and collaborative nature of e-learning (see
Table 4).

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32 Douglas, 2000, p. 275.
33 Douglas, 2000; Chapelle & Douglas, 2006.
34 Palloff & Pratt, 2009.
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—————–—–––––––— Table 4. Effective e-learning assessment strategies and examples. —––––––——–––———

Effective e-learning assessment strategies… Example

Give easy-to-understand instructions, well-defined Create an electronic repository within the course
expectations, and quality exemplars. management system, web page, or wiki that includes
exemplars of learner work. Author permission is required
before posting learners’ work.

Provide grading rubrics for contributions to discussions A rubric for participation in a discussion may include the
and collaborative e-learning efforts (e.g., group work on following criteria:
assignments and projects). • Responds to peers in a positive manner
• Supports positions with real-world examples or
experiences
• Provides relevant feedback
• Relates responses to the discussion topic

A rubric for collaborative group work may ask learners to

address questions, such as
• Did I contribute an equal share to the group?
• Did I make a significant contribution?
• Did I provide relevant feedback to other group
members?

Incorporate opportunities for learner self-reflection.35 Electronic portfolios (e-Portfolios or digital portfolios),
like paper-based portfolios, include a self-reflective
component. Provide learners with a rubric to guide their
thoughts about each piece of work they have included
within their e-portfolio.

Weblogs (blogs) are another online tool that learners can

use to maintain a self-reflective journal throughout the
course.

Include opportunities for on-going instructor and peer Feedback sessions can be conducted online via voice
feedback. chat applications such as Skype or Google Talk, provided
via e-mail, or recorded via VoiceThread or a podcast.

Post learner work online in a secured, private location

(e.g., Google Docs or a course management system) so
learners can comment on one another’s assignments.

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35 Palloff & Pratt, 2009.
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When a course management system is used in online or blended courses, learners’ online communications can be
tracked using the tools available in the course management system. For instance, instructors can monitor learners’
activities, including the number of responses they provide to others on the discussion board, how many posts they
read, and what course content they view and download. Learners’ contributions can be counted for participation
marks and rated for quality.36 Traditional forms of assessment, such as written assignments, quizzes, and practice
exams may also be included within online and blended courses by using the tools available within the course
management system.

Even if a course management system is not available, there is a wide variety of other technology-based tools
and resources that can be used for assessment and feedback purposes. For example, digital voice recorders and
digital cameras can be effectively used for self-assessment purposes as well as by the instructor to assess learners’
language (e.g., fluency, pronunciation, word usage) and presentation skills. When written assignments are submitted
electronically or uploaded to an online document sharing tool (e.g., Google Docs), feedback can be provided using
comment boxes and tracking tools. Online quizzes, activities, and assignments can be regularly incorporated into
lessons and included as formative assessment within a course. When assessment strategies use a technology-based
tool, there are a number of questions to keep in mind:37
• Are learners familiar with the tool and do they understand how to access the feedback process? For example,
are learners able to find the instructor’s comments embedded within a text document and do they know how
to interpret and use the tracking changes feature of the word processor?
• Does the technology tool offer an authentic communicative situation? For instance, when learners are viewing
a video segment, is the dialogue authentic (or authentic-like), and does it portray a real-world conversation or
situation?
• Are learners familiar with the delivery format of the technology tool? For instance, asking learners to complete
an online timed reading comprehension activity requires familiarity with the tool as well as a degree of digital
literacy. Learners need practice using the tool to gain familiarity and confidence with it before using it in an
assessment or testing situation.
• Will the results gathered from the technology tool be valid measures of the learner’s performance? Will
the mode of delivery affect the outcome? Is the level of digital literacy assumed by the technology tool
commensurate with the digital literacy of the learners?

When including e-learning tools and resources in ESL curricula, it is important to ensure that e-learning outcomes are
aligned with assessment strategies and tools. Educational technologies often offer unique possibilities and options for
the assessment of and for learning.

For more information on assessment of and for learning, see Section 2: Setting and Assessing Outcomes.

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36 Fenwick & Parsons, 2009.
37 Douglas, 2000.
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Principled e-learning and teaching practices

With the rapid growth of educational technologies and their integration throughout adult ESL programs, it is
important to understand the attitudes, motivations, and skills that instructors and learners bring to the English
language classroom.

Digital literacy

“ ”
Digital literacy represents a person’s ability to perform tasks effectively in
a digital environment, with “digital” meaning information represented in
numeric form and primarily for use by a computer. Literacy includes the
ability to read and interpret media (text, sound, images), to reproduce data

and images through digital manipulation, and to evaluate and apply new
knowledge gained from digital environments.38

When English language programs incorporate educational technologies within their curriculum, learners’ experience,
skills and comfort with technology must be addressed. There will likely be diversity among learners’ and instructors’
skills and experiences working or learning with technology. Prensky (2001a, 2001b; 2003) differentiates between
digital natives and digital immigrants. Digital immigrants are those who did not grow up in the digital era (i.e., born
prior to 1980), while digital natives are those who have grown up using technologies such as the Internet, computers,
and MP3 players. Digital natives may be technology-savvy, that is, they use technology to communicate (e.g., using
social networking sites, mobile phones), complete assignments using a word processor, and surf the Internet.39
However, they may lack familiarity with or experience using educational technologies. For example, they may not be
familiar with creating presentations using PowerPoint, using online library resources, or using course management
systems. In other words, their experience, skills, and comfort with digital media may be high, but their computer-
wiseness40 or their ability to use the computer in learning situations may be limited and require program and
instructional supports (e.g. IT support and training; sequenced and spiraled task design).

Within ESL contexts, it is especially important to point out that digital literacy is not developmentally tied to lower
or higher levels of English proficiency. Learners with advanced English proficiency skills may lack familiarity with
or experience using educational technologies, just as beginning learners might. Also, familiarity with one type of
technology does not guarantee familiarity with other technologies. For example, while professionally-educated ESL
learners such as engineers may have advanced knowledge of and experience working with software applications
in their field, their skill set may not extend to using educational technologies such as discussion boards within a
course management system. When e-learning technologies are included in English language training, the instructor
is responsible for introducing, developing, and extending learners’ digital literacy skills in an intentional way. The
successful integration of e-learning requires the instructor be prepared to accommodate and adapt to the different
digital literacy levels that emerge among learners in their class.

___________________________________________________________________________________________________________________________________________________________________________________
38 Jones-Kavalier & Flannigan, 2006, Defining digital and visual literacy, para. 1.
39 Kvavik, 2005.
40 Gerbault, 2007.
ATESL Adult ESL Curriculum Framework | E-Learning         S8–17

Instructor e-practices

“ ”
Both the learner and the teacher are part of the larger process of learning.
Teaching presence is charged with shaping the right transactional balance,
and along with the learners, managing and monitoring the achievement of

worthwhile learning outcomes in a timely manner.41

Effective ESL instructors develop and maintain a strong teaching presence42 whether the program or course is
delivered in an online, blended or traditional face-to-face context. Because e-learning brings a new dimension to the
teaching and learning process, it is important to be sensitive to the learners’ experiences with and expectations of
technology, and to make provisions for this in practice. The e-learning preferences and experiences of learners can
provide valuable insights into how instructors might change the shape of their instructional approaches. For example,
EAP learners may appreciate receiving course updates and announcements through social networking applications43
(e.g., Facebook, Twitter).

Intentionally building, supporting, and assessing learners’ digital literacy complements the development of language
skills and knowledge. Effective instructor e-practices include the following:

• Encouraging the use of technology as a social and academic learning medium.44

• Using e-learning tools and resources that are relevant, practical, and accessible to learners.
• Using technology tools appropriately and effectively to achieve learning objectives and outcomes.
• Planning and organizing a course (i.e., online, blended, or face-to-face) and its content so it is easily navigable
and uses clear instructions and plain language.45
• Promoting an active, engaged approach that provides prompt feedback and clearly communicates
expectations.
• Communicating to learners that technical challenges they experience are not a reflection of their linguistic
skills.46

When e-learning is integrated into language curriculum, the role of the instructor is one of a content-area and
language specialist as well as a co-learner and collaborator. Within the e-learning context, instructors and their
learners may not have the same level of comfort and skill with technology. In fact, at times learners may have more
confidence and skill with e-learning tools than their instructors. This is an opportunity for instructors to allow learners
to take the lead and demonstrate their digital literacy, while still guiding the learning process to satisfy curriculum
goals and learning outcomes. However, it is important that curriculum developers and programs provide support in
the curriculum and in professional development opportunities, so that instructors are able to make full and principled
use of the technology available.

___________________________________________________________________________________________________________________________________________________________________________________
41 Garrison & Anderson, 2003, p. 65.
42 Garrison & Anderson (2003) refer to teaching presence as the “selection, organization, and primary presentation of course content as well as the design and

development of learning activities and assessment” (p. 90).

43 Caution is advised when using social networking tools in the ESL classroom. Instructors may want to set up an account for personal use and one for professional use.

Set boundaries with your learners. Be sure to manage and customize your privacy settings for both accounts. Encourage learners to do the same. Learners also need
to be vigilant about protecting their personal information on the Internet.
44 Seeley Brown, 2002.
45 Shimoni & Barrington, 2010.
46 Hampel, 2006.
ATESL Adult ESL Curriculum Framework | E-Learning         S8–18

Conclusion

“ ”
Technology does and will continue to serve us as a fantastically useful,
creative tool. If we first set moderate expectations of ourselves, others, and
our institutions, then this working paradigm will slowly infiltrate everything
we do and will support different learning styles and needs in ways traditional

teaching has not been equipped to do ever before.47

As curriculum developers and instructors recognize the benefits that educational technologies bring to English
language programs, the use of e-learning will continue to gain momentum. Whether delivery is offered online,
blended or face-to-face, e-learning should support and enhance learning opportunities for learners in ways that
extend traditional teaching practices. E-learning technologies lend themselves well to active, collaborative, and
interactive task design and instructional practices that maximize language learning opportunities for learners. In
this section of the ATESL Curriculum Framework, we have highlighted a number of key considerations for integrating
e-learning into English language instruction. When educational technologies are integrated into ESL curricula, the
digital literacy of learners must be taken into consideration. Instructor practices will focus on building confidence
among learners and promoting an active, engaging approach with clear expectations. To support e-learning as a vital
element of English language programs, institutional supports, such as IT services and on-going sustainable e-learning
professional development opportunities, are imperative for the success of e-learning curriculum initiatives. The
integration of e-learning into curriculum requires deliberate attention to aligning outcomes, tasks, materials, methods,
and assessment strategies.

___________________________________________________________________________________________________________________________________________________________________________________
47 Saury, 1996, p. 32.
ATESL Adult ESL Curriculum Framework | E-Learning         S8–19

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