ABSTRACT
A colleague and I are working with an English language development center in Thailand that is charged with providing instruction in English for specifi c workplace settings, with the goal of making Thai professionals competitive in the world where English is often the medium of communication. While some instruction has been and may continue to be delivered face-to-face, the goal is to provide access to all the center’s English language courses to all Thai citizens any time, any place. Therefore, online delivery of the course material is essential. The center employs highly experienced English language teachers and lecturers from the top universities in Thailand to write its face-to-face English language courses. However, it is recognized that these teachers will need special training in how to both adapt and create online course material. In our planning meeting, we jointly design the two-week training program. Teachers will be introduced to the basic concepts in online course development, instructional design, and types of online activities. The session will then look at the course syllabus and materials from the existing English for Doctors course and work on ways to effectively adapt the material for online delivery. By the end of the two weeks, teachers will be able to see material for which they have adapted and written online instructional design. [Murray, research notes]
Task: Refl ect
1. In what ways do you think the syllabus for online delivery might be different from that for face-to-face (f2f) delivery in the English for Doctors course?
