Avenue Instructor Standards for TELL 02/05/24 version 20 PI 6.2. Maintain digital communication with learners and education stakeholders about learner progress. Use technology to communicate with learners and others who have an interest in the learner’s development. This may involve regular participation in a web forum or email exchange. Establishing open channels of communication is an obvious and easy way to demonstrate your personal commitment to a learner’s improvement and to welcome feedback and reflection in a supportive manner. Maintaining these means of communication can empower learners to seek additional guidance. Reflection: How do you communicate with learners about their ongoing development? ☐ I use technology regularly to communicate with learners and support their progress. ☐ I use technology to communicate with education stakeholders as needed. PI 6.3. Understand and use data analysis where available and appropriate to guide learner progress. As learners use technology, we can gather data about their practices, success, and challenges. Digital portfolio data, for example, can help us better understand how learners approach tasks as well as what they are able to do. Use this data to design future tasks and experiences that are ideal for each individual learner as well as to design and implement varied formative and summative assessments. Assess learners in many different ways throughout the learning process knowing that there is much to gain from introducing a variety of different practices at different stages of learning. Help learners better understand their own strengths and weaknesses as well as develop a better sense of how and why they may be assessed in different ways. Reflection: How do you use learner data? How can you use this data differently for different learner needs? ☐ I understand the potential of learner data, such as digital portfolios, to guide learner progress. ☐ I use relevant data collection tools to monitor and guide learner progress. PI 6.4. Provide technology enhanced feedback that is varied and focused on learners’ short- and long- term needs. Feedback can be presented in multimodal ways, including text, audio and video recordings, or screencasts. Feedback can be a challenging issue for many language instructors and learners. For example, we may prioritize feedback so that the most obvious or frequent errors are highlighted while less significant errors are not. Sometimes it may be best to focus on errors that are most likely to be improved in the short term while more long-term issues will be addressed in the future. These practices can benefit from engaging in ongoing dialogue with learners about their performance and helping them recognize ways that technology can be used to improve how they interact with feedback. Providing different forms of feedback at different points in the learning process can make it more useful for learners.
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