Connective English Language Learning (CELL) Outcome Map

The objective of this project is to create an ongoing, professional development program for EFL/ESL educators.

Worldviews

Moving from inputs, activities, outputs, outcomes, to impact. Or stated another way, moving from exogenous to endogenous influences, activities, and institutions (Smutylo 2001).

Definitions

• Peripheral node: A peripheral node is any person, group, institution, or non-human appliance (i.e., web tool, software, etc.) that a learning (e.g., EFL educator) interacts with on a regular basis. Interaction can be unidirectional or bidirectional.

Questions to consider

1. What are my personal goals as an EFL educator?
2. How can I contribute to my own personal goals?
3. Who or what are my peripheral nodes?
4. How do I need to change in order to create change among my peripheral nodes in ways that connectively contribute to my own professional development?

Vision Statement

(changes the program seeks to carry out) Spanish: Ser la mejor opción en la enseñanza pluricultural de lenguas extranjeras, formando personas respetuosas de la diversidad cultural y profesionistas capacitados.

English: To be the preferred multicultural, foreign language program and to develop respectful EFL educators through continuous building of cultural and professional capacities

Mission Statement

(how the program will achieve its vision) Spanish: Ser un grupo de docentes altamente calificados, responsables y honestos, que forman estudiantes de pregrado de la Universidad Autónoma de Aguascalientes en el aprendizaje de lenguas extranjeras, para su integración exitosa en el campo profesional y social acorde a la globalización mundial

English: To be a group of high caliber, responsible, and honest language educators that assist undergraduate students at the Universidad Autónoma de Aguascalientes in the area of language and cultural learning as a means of successfully integrating the professional and social capacities of the learner in order to become a productive participant in a global society

Boundary Partners

EFL educators teaching at the State University of Aguascalientes (i.e., Autónoma de Aguascalientes)

Outcome Challenges

Outcome Challenge #1

PFLE intends to see EFL educators who continually find ways to become better speakers and writers of the English language. Increasing speaking and writing skills will occur through open dialog through both synchronous and asynchronous communication via face-to-face and distance means of delivery. Thus, a professional learning community will consist of a learning-as-a-networked (LaaN) dialectic that is formative in nature and that extends to the entire field of foreign language education.

Outcome Challenge #2

PFLE intends to see EFL educators who continually find ways to enhance pedagogical skills. Increasing pedagogical skills will occur through open dialog through both synchronous and asynchronous communication via face-to-face and distance means of delivery. Thus, a professional learning community will consist of a learning-as-a-networked (LaaN) dialectic that is formative in nature and that extends to the entire field of foreign language education.

Outcome Challenge #3

PFLE intends to see EFL educators who continually find ways to increase their knowledge and understanding of how languages are learned (i.e., applied linguistics). Increasing one's understanding of how languages are learned will occur through open dialog through both synchronous and asynchronous communication via face-to-face and distance means of delivery. Thus, a professional learning community will consist of a learning-as-a-networked (LaaN) dialectic that is formative in nature and that extends to the entire field of foreign language education.

Progress Markers

PFLE intends to see EFL educators who continually find ways to become speakers and writers of the English language.

Expect to see EFL educators:

Many EFL educators setting goals and attempting to achieve them.

Like to see EFL educators:

All EFL educators setting goals and attempting to achieve them as well as begin openly sharing experiences and ideas through a facilitative process.

Love to see EFL educators:

Each EFL educator openly sharing experiences and ideas on their own with other colleagues through both synchronous and asynchronous communication.

Related links

• Mapping Framework
• Mapping Learning Community
• Significant Change Technique

References

Earl, S., Carden, F., & Smutylo, T. (2001). Outcome mapping: Building learning and reflection into development programs. Ottawa, ON: International Development Research Centre.