CC-BY-NC-SA 2025 New Language Solutions Avenue Program Standards for Technology-Enhanced Language Learning, version 1.2 Staying Abreast of Change Since 2020, Kerry Howard, LINC Program Manager at TIES, has worked to equip classrooms with hybrid delivery technology. He collaborates with two other managers, Jana Ciobanu, Senior LINC Program Manager at TIES’s Whitehorn location, and Whitney Loewen, eLINC/LINC Program Manager at the Westwinds location, to train staff in using digital tools, including the Avenue platform, smart boards, and cameras, to support remote learners at home. The primary instructional model is hybrid, with about three-quarters of students attending in person and the remainder joining remotely when they cannot be on site. Remote participation rotates so that each student spends some time in class and some online—no one participates remotely every day. This approach has become essential due to rising demand for services and limited classroom seating. TIES also offers fully online courses, as well as a dedicated literacy program that predominantly relies on in-class attendance. However, hybrid participation is available for literacy students in specific circumstances, such as illness, appointments, or family emergencies, provided they have acquired the requisite technological skills. These skills are typically developed by literacy levels 3 or 4, enabling students to benefit from the more flexible hybrid model. In terms of equipment, the choice of technology has evolved continuously. Initially, the team invested in high-end webcams, but budget constraints have led to the adoption of more affordable yet effective alternatives that still meet the needs of remote learning. Classrooms are equipped with the Avenue digital platform, smart boards, and cameras to support both in-person and remote learning. The smart boards are integrated with the Microsoft Suite, and additional software enables students with Smart Phones to interact with exercises and games directly on the board. In the hybrid teaching environment, instructors use traditional PDF learning modules, which are supplemented with resources from Avenue, as well as modules and skill-building activities from the Centre for Canadian Language Benchmarks (CCLB). A video camera, with remote-control capabilities, captures both the instructor’s actions and the classroom activities, ensuring that remote students can see and hear the lesson. Remote students also appear on the smart board when speaking. To maintain engagement, in-person students may be paired with remote participants for activities or one-on-one interactions. Remote learners are expected to actively participate in the lesson—keeping their cameras on, asking questions, making comments, and responding when addressed. Far from being passive observers, learners must be fully engaged in the learning experience. Interested in Learning More? Personal Profile In Kerry’s Words : Necessity Drives Innovation Application of Instructor Standards 33
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