Deconstructing the model – learner-centred sub-system
{"Image DocumentName": "Deconstructing the model \u2013 learner-centred sub-system", "Image ImageDescription": "Sub-system 2: learner-centred. Process \uf0e0 language learning. New dimensions / actors due to specificity of technological mediation + distance. Asynchronous articulation between SS1 and SS2. Teacher-centred system \uf0e0 organization & planning (virtual, latent) Learner-centred system \uf0e0 only when learner interacts with materials. Subsystem 2: learner-centred \uf0e0 corresponds to all interactions involved in language learning activities. Expected competences \uf0e0 depend on the nature of the teacher\u2019s presence in this situation. Physical presence of the teacher mediated / hidden by the screen \uf0e0 teacher present felt through pre-planned pedagogic sequence / choice of activities (Bertin 1998) Physical presence possible in case of blended learning or CMC situations \uf0e0 ex.: face-to-face meetings, lectures posted online. (clic) What makes the distinction between the teacher-centred and the learner-centred sub-systems especially important is the absence of direct connection in time between them. These two subsystems correspond to two different moments of the teaching situation : teacher-centred system \uf0e0 focuses on organization & planning \uf0e0 but the teaching act is as yet latent, virtual \uf0e0 embodied in materials and the provision of the traditional or technological tools forming the structure of the learning environment. Learner-centred system \uf0e0 only enacted when the learner interacts with the materials within the learning environment. This may not necessarily in a synchronous relationship with task and materials preparation. Not only a question of synchronicity : distance learning may also introduce significant cultural differences due to the geographical distance involved. In other words the acts of teaching and learning are no longer to be considered in a linear perspective, but as different moments and places as well\u2026 Two main effects on the identification of teaching roles. \uf0e0 planning materials implies a capacity to infer on potential pedagogic situations \uf0e0 no longer possible to \u2018improvise\u2019 when responding to unplanned situations. = illustration of the analyzer effect of distance. The distinction between the two \u2018moments\u2019 of teaching and learning generates another distinction between the roles of teacher and tutor. The main distinction at this point between teacher and tutor \uf0e0 their position in the learning situation : Teacher may appear to be the organizer of the whole learning environment (including the computer-mediated learning space) \uf0e0 the writer and the stage director of the pedagogic play \uf0e0 before, during and after the actual learning time. Tutor \uf0e0 appears only when learning takes place. Distinction yet not so easy, and will be examined later in more detail. \uf0e0 difference between teaching moment (intention-driven) and learning time (= practice) creates need for information and regulation \uf0e0 (next slide)", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}