SELF-DIRECTED
LEARNING CONTRACTS AND MY CURRENT
BIODATA
DOCTOR OF
EDUCATION (PART A)
---
JANPHA THADPHOOTHON ---
The attached Self-Directed Learning Contracts (SDLC) and my current bio-data relate to Part A of the Ed. D. Program or the coursework accounted for 24 credit points. I understand and accept that it must be satisfactorily completed before entry is permitted to the thesis research component or Part B. I am a full-time student and I have enrolled full-time. I hereby promise to work to the best of my ability to fulfill this commitment.
My intention is that work undertaken in Part A should relate to my topic for research in Part B. The tentative title of my research is “ Enhancing Critical Thinking in Language Learning through Computer-Mediated Collaborative Learning: A Proposed Intellectual Framework on the Roles of Teachers” I intend to develop an intellectual framework on teachers’ roles within the context of computer-mediated collaborative learning that enhance learners’ critical thinking in language learning. Based on my theoretical framework, I plan to discuss the types of online interaction by the teachers that facilitate critical thinking and the types that stifle it. At this point in time, I plan to develop my foundation and understanding of language teaching methodology, esp. critical pedagogy, IT-based instruction, esp. computer-mediated collaborative learning, as well as their theoretical relationships.
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completion of an article of 2500-3000 words on ‘Toward the New Power
Relationships between Teachers and Learners: Learners Empowerment on IT-based
Instruction” (submitted either to a journal Suthipitak
of Dhurakijpundit University, Bangkok, Thailand or Guidelines)
-
completion of an article of 2500-3000 words on “Why does computer-mediated
collaborative learning promote critical thinking? Theoretical Perspectives”
---- JANPHA
THADPHOOTHON ---
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3 |
4 |
5 |
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Learning Outcomes |
Learning Strategies and
Resources |
Evidence of Accomplishment
of Outcomes |
Criteria and Means of
Validating Evidence |
Time Schedule |
|
a.
Enhanced knowledge and understanding of critical pedagogy: theory and practice |
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Attend critical pedagogy and Technology-Enhanced Language- Learning
01(TELL 01) classes on Mondays and Wednesdays in the International Learning
& Teaching Center -
Read related books and articles -
Regularly update my learning progress with supervisors, esp. with
Prof Andrew Lian -
Discuss with peers and the lecturers -
Participate in the Radio Project |
2500-3000
word article on “Toward the New Power Relationships between Teachers and
Learners: Learners Empowerment on IT-based Instruction ” in which I evaluate
learner-, learning and language-centered approaches in terms of the
relationships of power that they bring with them to L2 teaching environment |
Clarity
of stated purpose, logic and flow of ideas, clarity of significance and
indication of application to overall research topic |
Completed
end of May 2002 |
|
Learning Outcomes |
Learning Strategies and
Resources |
Evidence of Accomplishment
of Outcomes |
Criteria and Means of
Validating Evidence |
Time Schedule |
|
b.
Enhanced knowledge and understanding of IT-based instruction:
Practice. |
-
Use of electronic databases and library resources -
Attendance of a workshop on Website Building -
Access the Internet, esp. Andrew Lian’s WWW, George M Jacobs’s and
Mark Warschauer’s -
Regular consultation with Professor Andrew Lian, Dr Daniel Martin,
and Dr George M. Jacobs (Via the Internet) |
Completion
of a WWW site: “ J. Thadphoothon’s Online English School”, designed to be a
language school for general public, esp. speakers of other languages |
Accessibility |
Completed
by the end of June 2002 |
|
c.
Broader knowledge of collaborative language learning (CL): theory and applications. |
-
Use of electronic databases, the Internet, and library resources -
Interview George M Jacobs |
An
article of about 3000 words on “ Why does computer-mediated collaborative
learning promote critical thinking? Theoretical Perspectives” |
Clarity
of stated purpose, logic and flow of ideas |
Completed
by October 2001 |
|
d.
Enhanced knowledge and skills of thesis writing |
Attend
the thesis writing workshops organized by the Academic Skills Program (ASP) |
Completion
of a research proposal for Part B |
Clarity
of stated purpose, logic and flow of ideas, clarity of significance and
indication of application to overall research topic |
Completed
June 2002 |
SEMESTER
2/2001 AND 1/2002
---- JANPHA
THADPHOOTHON ---
|
1 |
2 |
3 |
4 |
5 |
|
Learning Outcomes |
Learning Strategies and
Resources |
Evidence of Accomplishment
of Outcomes |
Criteria and Means of
Validating Evidence |
Time Schedule |
|
a.
Enhanced knowledge and understanding of the roles of language teachers in
enhancing learners’ critical thinking in language learning through
computer-mediated collaboration learning and the ability to present that
knowledge. |
-
Use of OHP or Power Point to deliver a paper -
Use of electronic databases and relevant library resources -
Use of the Internet |
Approx.
5000-7000 word article on “ Positive Roles that English Language Teachers can Play in
Computer-Enhanced Language Learning Environment: Perspectives”, for
presentation at a conference |
Clarity
of stated purpose, logic and flow of ideas, clarity of significance and
indication of application to overall research topic |
Completed
December 2001 Paper
presented at Thai TESOL Annual Conference in Chiang Mai, Thailand on 17-19
January 2002. |
|
Learning Outcomes |
Learning Strategies and
Resources |
Evidence of Accomplishment
of Outcomes |
Criteria and Means of
Validating Evidence |
Time Schedule |
|
b.
Enhanced knowledge and understanding of computer-mediated collaborative
learning, critical thinking, roles of language teachers in enhancing
learners’ critical thinking in language learning |
-
Literature search and library resources -
Consultation with Professor Andrew Lian, Dr Daniel Martin, and Dr
George M. Jacobs (Via the Internet) |
7000-10000
word paper reviewing the literature on computer-mediated collaborative
learning, critical thinking, roles of language teachers in enhancing
learners’ critical thinking in language learning |
Clarity
of stated purpose, logic and flow of ideas, clarity of significance and
indication of application to overall research topic |
Completed
June 2002 |
|
c.
Enhanced knowledge and understanding of research methodology: Theory |
Own
reading The
Internet |
-
Research proposal completed -
Presentation of research proposal to Thesis Preparation class |
-
Clarity of stated purpose, logic and flow of ideas, clarity of significance -
Summary of research project accepted by University Higher Degrees and
Scholarships Committee |
Completed
June 2002 |