Peer Feedback 1: Digital Literacies c2017

USQ MA Ed TESOL Infographic by Ange McSweeny, 2017

The infographic is appealing to the eye, and provides space for the ‘how’ via interpretation; e.g. flipping the classroom to EAL/D sometimes, through the 'student centred' constructivist element with a digital project.

Moreover, predictions with language-use and integration involving accuracy/fluency are useful, alongside a formative quiz-show assessment for CCQ evaluation. Vygotsky’s ZPD and Krashen’s (1982) Input Hypothesis, support the infographic via scaffolding, using a variety of pedagogical instructional techniques and facilitation for active participation; e.g. cognitive problem-solving activities.

Intrinsic gamification engagement moves through levels of difficulty and comprehension input where “i” [current competence] “=+1” [the next level] (pp.20-21). ‘A Day in the Life of an EAL/D Student’ vignettes/neo-narratives or short-films exploring creative writing, demonstrates Tochon’s (2014) open-tasks (p.59) that support and negotiate authentic top-down processing.

Therefore, collaboration is unavoidable, and Kolb’s interactive experiential learning cycle is observable. By focusing on comprehension and communication, we meet “syntactic requirements for optimal input” (Krashen, p.65, 1982). High school students immersed through andragogy, are learning via networked digital literacies (DEAG, p.39, n.d.) making decisions with mentors from business/trade and community (p.53), i.e. coaching.

In summary, add innovation to the collaboration element, and communicative competence overall. Proficiency, self-motivation, and transformation are needed for self-efficacy to occur.

References

Bandura, A. (1994). Motivation at a glance: Self-efficacy theory. Retrieved from https://sites.google.com/site/motivationataglanceischool/self-efficacy- theory-1 on Dec 3, 2017

David L. (2007). Experiential Learning: Learning theories, Retrieved from https://www.learning-theories.com/experiential-learning-kolb.html on Dec 3, 2017.

DEAG Advisory Group. (n.d.). Beyond the classroom: A new digital education for young Australians in the 21st century. Retrieved from https://docs.education.gov.au/system/files/doc/other/deag_final_report.pdf on December 2, 2017. Krashen, S. (1982). Principles and practice in: Second language learning. The University of Southern California. Permagon Press Incorporated. The United Kingdom. McLeod, S. (2012). Simply Psychology: Zone of proximal development. Retrieved from https://www.simplypsychology.org/Zone-of-Proximal- Development.html on Dec 2, 2017. Neto, M. (2015). Educational motivation meets Maslow: Self-actualisation as contextual driver. Journal of Student Engagement: Education Matters, 5(1), 2015, 18-27. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi? article=1037&context=jseem on Dec 2, 2017.

The University of Southern Queensland. (2017). LIN8020: Digital literacies in practice. The University of Southern Queensland, 4350, Queensland, Australia. Retrieved from https://usqstudydesk.usq.edu.au/m2/course/view.php?id=12137 Dec 2, 2017.

Vygotsky, L. (1978). Interaction between learning and development: Mind and society. Retrieved from http://www.psy.cmu.edu/~siegler/vygotsky78.pdf on December 2, 2017. Harvard University Press.