Sohee Linda Lee
Pepperdine University
About
Sohee Linda Lee is an instructional designer at Pepperdine University Graduate School of Education and Psychology (GSEP), where she applies her knowledge and skills to develop engaging and effective learning experiences for students. Linda is also a doctoral student at GSEP in the EdD in Learning Technologies program and is dedicated to advancing the field of education through innovative technology integration. Born in South Korea and raised in Vancouver and Los Angeles, Linda brings a diverse cultural perspective to her work. With her unwavering passion for creating learning experiences that benefit students, Linda is committed to making a meaningful impact in the field of education.Sessions
Synchronous (Onsite) Virtual International Trips: Promoting Cross-Cultural Learning and Global Citizenship at Home more
Sun, Apr 30, 12:00-12:25 Asia/Seoul
With international travel disrupted during the COVID-19 pandemic, the Graduate School of Education and Psychology (GSEP) at Pepperdine University developed virtual international trips to uphold its commitment to global leadership and change. Building off years of successful international travel, faculty and instructional designers collaborated to create synchronous and asynchronous online experiences intended to simulate on-ground itineraries. Follow the entire design process from iteration through implementation, explore the projects’ challenges and successes, and experience the highlights of this unique virtual learning journey. Importantly, see how intercultural perspectives and GSEP’s six filters of analysis are incorporated throughout to promote global awareness and authentic collaboration.
Synchronous (Onsite) Advancing Tech Access: Demystifying Technology Jargon Through Explicit, Interactive Activities more
Sat, Apr 29, 15:00-15:50 Asia/Seoul
Propelled by the COVID-19 pandemic, learning technologies have played a central role in facilitating educational experiences for students of all ages. Effective use of technology, however, requires functional understanding of the entailed lexicon, posing significant challenges to multilingual learners, especially to students studying abroad in higher education settings. Because technology vocabulary varies internationally and locally with university-specific technology jargon, terms can be easily conflated and confused. While the importance of academic vocabulary development in English for academic purposes (EAP) settings is widely established in the literature (e.g., University Word List, Xue & Nation, 1984; New Academic Word List, Coxhead, 2000), the explicit teaching of vocabulary associated with technology to support multilingual students’ academic success has been overlooked. This interactive workshop presents creative ways English instructors can identify, teach, and reinforce technology vocabulary to ensure equitable access and student success appropriate for their teaching context.
Synchronous (Onsite) Student Agency 101: Practical Tools to Empower Learners with Voice and Choice more
Sun, Apr 30, 13:00-14:20 Asia/Seoul
Creating a student-centered English language classroom requires instructors to develop robust strategy toolboxes that promote learner agency and autonomy. When students are situated at the heart of instruction, learning experiences are differentiated and self-guided, resulting in increased intrinsic motivation. This workshop introduces language educators of all levels to a variety of activities that empower multilingual students to take ownership of their learning by exercising voice and choice throughout the learning process. These pedagogical approaches create space for students to integrate their lived experiences, follow their interests and passions, and exercise individual and collaborative decision-making as self-directed learners. Participants will interact with and build activities using provided templates that intentionally incorporate student voice and choice at various stages of the learning cycle, from vocabulary development and brainstorming options, to differentiated skill development and authentic assessment.