CC-BY-NC-SA 2025 New Language Solutions Avenue Program Standards for Technology-Enhanced Language Learning, version 1.2 Avenue Program Standards and Performance Indicators Here are some key ways in which The Immigrant Education Society’s (TIES) has made use of the Avenue Program Standards for Technology-enhanced Language Learning to create dynamic, learnercentered experiences when an exclusive reliance on traditional face-to-face learning is no longer possible. Standard 1: Collaboration. Programs have both a central philosophy and appropriate administrative structures to support collaboration in all areas involving technology and language teaching and learning. • TIES LINC utilizes planned PD times to equip staff with the skills needed to successfully integrate technology into the classroom. Staff have in the past brought in activities and strategies to share in these sessions, which have sometimes highlighted technological tools to enhance the learning experience. • The program also informs learners on program standards by way of formal orientation with new students and classes, as well as upon intake. Prior to entering classes, program coordinators assess device need (if applicable) and inform students of what our different modes of delivery entail. Learners in hybrid classes are informed by program coordinators that they will be studying both in person and online, while students in online classes are informed that they will be studying completely online with their instructor, and the need for a device is assessed at this time. Program standards are shared with learners via Avenue.ca courses or by email. • Program managers have started in the past few years to involve program coordinators and instructors on technology-related decisions. This is done by way of informal focus groups where an issue is presented, and the group is tasked with brainstorming solutions and agreeing upon feasible options that enable positive outcomes. The LINC Program’s use of focus groups began during the last IRCC Call for Proposals on language training. We consulted instructors and coordinators on unique activities for the proposal – for example, whether to offer a week-long digital skills boot camp. The process proved very useful. Later, when faced with limited seating capacity and the need to increase class sizes, we again turned to focus groups with senior instructors, most of them PBLA leads. We explored options such as splitting assessments between in-person and online formats and adjusting our hybrid model. The solutions developed have since allowed us to deliver effective language training within our constraints. Another recent example of this type of group decision-making process occurred when the program reconfigured the methodology associated with hybrid delivery. In the past, our classrooms were equipped to handle all registrants physically in the classroom for our hybrid classes, and learners were permitted to transition online from time to time to accommodate needs for flexibility. Since April of 2025, seat numbers per class have had to increase past the number that can physically fit in our classrooms. Experienced PBLA Leads were asked to work with management to come up with a solution to allow all learners the opportunity to study both in person and online without exceeding room capacity, ensuring learners maintain agency over their learning trajectory. • To the best of our ability, TIES staff is consulted on digital tools purchased or utilized by the program. TIES is fortunate to have received adequate funding over the years to outfit all of our classrooms with smartboards and high-end webcams, enabling more efficient hybrid classrooms. Some technologies have become prohibitively expensive. Zoom, for example, rose sharply in cost during the pandemic. We tried a custom app as an alternative, but it lacked the functionality instructors needed and caused stress, so we returned to Zoom. The lesson: consult end-users first. 36
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