CC BY-NC-SA 2025 New Language Solutions Avenue Learner Standards for Technology-Enhanced Language Learning, version 1.2 PI 3.3 Learners use technology tools and resources to collaborate effectively with peers and others. In synchronous or asynchronous sessions, learners are often expected to engage in peer or group work. It is rewarding when learners are fully engaged and participate as planned. To ensure this happens, introduce guidelines early on around active participation as well as respectful agreement or disagreement with peers. Include multiple opportunities for learners to ask questions and provide feedback. a. Participate actively in online class discussions. b. Provide useful and respectful feedback to peers online. c. Respect other people’s ownership of their digital contributions. Administrator Reflection: Are there policies or guidelines for respective, collaborative, and inclusive online behaviour in your program? How often are they updated? Instructor Reflection: What digital tools do learners use to collaborate in class and outside? How are learners rewarded for respectful and useful interactions with their peers? Learner Task: Do you follow guidelines for respectful and useful interactions with your peers and instructors online? What are some examples of disrespectful behaviour? CAN-DO STATEMENTS FOR LEARNERS ☐ I participate actively and respectfully in pair and group work with peers online. ☐ I provide socially appropriate, useful, and respectful feedback to my peers. ☐ I acknowledge my peers when using their work. Standard 4 is about settlement and contribution to Canadian society Learners can use technology and available tools to improve their English communication skills and to facilitate their settlement as well as their social, cultural, and economic integration into Canada. PI 4.1. Learners use technology to learn about living in Canada. Settlement language training aims to help learners become oriented to the Canadian way of life. Learners should be comfortable using technology to achieve their goals. a. Identify credible information about relevant jobs and professional credentials online that match their own education and experience. b. Use online resources to seek information about the education system for themselves and their family. c. Search online to find social and cultural interests and activities in the community. d. Describe where to find information about applying for Canadian citizenship. 11
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