As ELT instructors in this era, we’ve had to adjust our methods and activities to an ever-changing landscape. Many of us were thrust into online emergency remote teaching unexpectedly. Months later, we’ve learned a lot about how to do this more pedagogically. But now our profession needs to navigate the uncertainty of future delivery modes. Will we be teaching solely online? Will we have face-to-face classes? Will we need to accommodate a hybrid model of some sort? In this session, we will focus on curriculum and task design. We’ll first explore principles from a Community of Inquiry model (Garrison, Anderson, & Archer, 2001; Garrison et al., 2010; Majeski, Stover, & Valais, 2018) that together create a well-rounded educational experience: social, cognitive, teaching, and emotional presences. Then, we will discuss how these principles can be used to shape our pedagogical decisions for online, blended, or face-to-face delivery modes and different learner demographics. Finally, we’ll apply these principles to concrete task examples.
Biography
Tyson Seburn, Canada
Tyson Seburn is an EAP (English for Academic Purposes) instructor and Assistant Academic Director of International Programs at New College, University of Toronto. He holds an MA Educational Technology & TESOL from the University of Manchester.
His main interest focuses on identity and its various impacts on teacher development. He is currently also exploring inclusive and critical pedagogy and their applications to language teaching contexts.
He writes about these interests in an EAP discussion group: #tleap (bit.do/tleap), in his blog: 4CinELT (fourc.ca) and through his role as Coordinator of the IATEFL Teacher Development Special Interest Group committee (tdsig.org).
He is the author of Academic Reading Circles (The Round, 2015).
