71 Standard 6: Communicating with learners and observing their progress. Use technology to support, monitor, and assess learner progress. • The essence of the Think Aloud method is to provide feedback on student spoken assignments that highlights and comments on issues at the moments where they occur – but also noting successes and improvements since the last assignment. In contrast to more generalized written comments, this gives students a better sense of where progress is being made and improvements are needed. • Student self-improvement plans are part of the Think Aloud post-assignment assessment process. After students listen to the specific spoken feedback they receive on an assignment – for instance, about ending consonant sounds – they might work out a plan to make additional recordings, and use the captions generated in Kaltura Media Assignment to identify any ending consonant sounds that they missed. Alternatively, they might plan to meet with a VCC Learning Center tutor to work on the pronunciation of ending consonant sounds. When it comes time for their next assessment, they can report on whether or not they carried out their plan as intended. VIGNETTE 5: BO NING: A BRIDGE TO DIGITAL SKILLS Précis The Idea When COVID-19 brought an abrupt halt to face-to-face language learning at the Halifax office of the Immigrant Services Association of Nova Scotia (ISANS) in February 2020, the necessity of shifting quickly to online learning presented a huge challenge for instructors and learners alike. At first, many instructors struggled not only to learn the new digital skills they would need, but also to help students with limited computer experience venture online. In response, the ISANS leadership team reached out to a core of technology-savvy instructors to create and deliver a three-day Digital Skills Bridging Program that every new student would be required to take prior to beginning online language studies. That’s where Bo Ning came in. A recently hired language instructor with strong technology skills, Bo became a key contributor to the program’s implementation. Working with a small group of similarly skilled Bridging Program instructors, he helped students develop a mental picture of the digital learning space – where to find their instructor and fellow students, how to locate resources, and where to place assignments for review and feedback. The program proved to be so successful that, even post-COVID, it remains an essential point of entry to online learning for all new ISANS students. The Learners Learners in the Bridging Program range in age from 22-45, with a few younger and older outliers. There are generally more female (60%) than male (40%) students, with educational backgrounds varying from little or no formal education to highly educated professionals. Learner technology skills range from limited (e.g., may use a Smartphone) to moderately advanced (e.g., some familiarity with laptop computers and applications such as email or word processing). CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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