“...from a distance” Teaching languages in a virtual environment Ursula Stickler and Regine...

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

“...from a distance” Teaching languages in a virtual

environment

Ursula Stickler and Regine HampelOpen University, UK

ECML Conference Graz 2007

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Overview

The Open University The institution Language

courses The course

Tools used Data collected

Feedback From students From tutors

Training for tutors

Conclusions

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

The Open University

Biggest ODL (open and distance learning) teaching institution in the UK

Largest university in Europe Over 180000 students Established 1969 Principles: Open to all, no entry requirements Teaching a range of different subjects Later additions: applied subjects, languages

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

Languages at the Open University Language courses since 1990s Today: French, German and Spanish

taught from beginners’ level (four different courses each)

Italian beginners, English for Business c. 7000 students / year Certificate and Diploma BA (Hons) Language Studies

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Languages in ODL

Materials based: Text format (books, Course Guide, assessment

materials) Audiovisual Media (CD, DVD, video)

Tutor support: Regular assessment and feedback Regular tutorials (face-to-face, telephone or online)

Additional support: Course website Central and regional advice Contact with tutor (email, telephone, mail)

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

The pilot course: CyberDeutsch

German intensive language course Intermediate level (volunteers) All materials and interaction online Using

the Open University’s Moodle Virtual Learning Environment (VLE)

FlashMeeting Blogger.com SurveyMonkey

Five weeks asynchronous and synchronous interaction

Two tutor-led groups

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

Virtual language learning tools

Blog

Website

Forum

Quiz

FlashMeeting

Wiki

VLE

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

Combination of Tools

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

Screenshot: Moodle Website Starting Page

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Tasks

Design of worksheets with different tasks around the theme of the course, learning German online

The medium as the message 6 worksheets per week, introducing the tools one at

a time and guiding students through a number of tasks using these tools

Structure of a week: Worksheet 1: FlashMeeting session Worksheet 2: students working individually with

FlashMeeting recording Worksheets 3-5: students focusing on different

activities around the theme with the help of a particular tool (individual and collaborative work)

Worksheet 6: Moodle quiz

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning FlashMeeting screenshot

One user speaks at a time, taking the ‘video slot’ on the left hand side. Others are visible as ‘low-refresh’ thumbnails on the right.

Others can queue to speak, and take the video slot.

Public text chat can be seen by all users

Various other features available such as voting, whiteboard, shared urls.

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Screengrab: FM Replay

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Group forum screenshot

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Blog screenshot

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Wiki screenshot

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Data collection tools

FlashMeeting recordings Text production (blog, forum, etc.) Moodle log Wiki history Questionnaires: pre- and post Moodle Feedback form Interviews Focus groups

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearningGeneral feedback: Students

“I was impressed by the new tools, and would enjoy using them as part of a full course. I don’t think 5 weeks was enough time to get to grips with them fully but I appreciate that time was limited!” (Norman)

“I don’t really feel as a group we developed a community “independently” of the Flashmeetings. There was little interchange between us [ e.g .no comments on my Blog]” (Nick)

“I have commented on the different tools as best as I could... Having said that, I think it is a wonderful new format for a language course and would be very effective after necessary improvements are made. I’d be keen to be involved as a student in German or as a tutor in French …” (Frida)

“… I’m very interested in the way that people learn language and this is the first course I’ve ever seen where you get really involved in the work to the point that you forget that you are learning a language. And I think that’s something, it’s the way to learn and it’s very clever.” (Mary)

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning General feedback: Tutors

“I thought the materials were very well prepared, very clearly structured. They were building on to each other in from week to week ...”

“They felt quite overwhelmed, they said that they would have liked..um.. some introduction to the tools beforehand, maybe in English,..er…some of them. So I think..er…maybe the time was a bit short for what they were supposed to do. But the.. the..idea was really good and the best comment I heard was they felt, you know, it wasn’t just using the language for the language sake but actually doing something productive with the language in this really good group activity and…erm…I think that is the best compliment you can get. “

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

Feedback from tutors: summary

Tutor role: interference / autonomy error correction use of tools:

training of students steering / substitution

Tutor training: different prior knowledge / expertise different needs

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning Training

Dissemination of project results Teaching Days Staff Development (regional training

days) Forum for tutor feedback and input Moodle playground for tutors

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

Blog

Website

Forum

Quiz

FlashMeeting

Wiki

Tutor involvement in learning activities

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning

FlashMeeting: synchronous teachingQuiz: no input (automated feedback)Forum: moderating Website: no input (course team generated content)Blog: only comments Wiki: error correction / improvements

individualised

“anonymous”

asynchronous

autonomous

synchronous

collaborative

VIRTUALLearning The end

Thank you for your interest

For questions, please contact us:Für Anfragen stehen wir gerne zur Verfügung:

U.Stickler@open.ac.uk R.Hampel@open.ac.uk