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Éamonn Ó Dónaill, Gaelchultúr
(www.gaelchultur.com)
Company established in 2004. Based in Temple Bar, Dublin city centre, 2005–2012
Moved to 11 Clare St, Dublin 2, July 2012
Aim from beginning: to develop a sustainable business, not reliant on state funding
Focus on cultural activities in early years
General language classes and Irish for Specific Purposes from 2005
Six full-time employees, part-time teachers, one or two contract employees
Language classes for the general public at six levels (A1–C2)
In-house training in the public sector
MA in Irish, DIT School of Languages
Dioplóma i dTeagasc trí Ghaeilge (Ealaín) with National College of Art & Design
Teastas sa Ghaeilge Ghairmiúil/Diploma in Professional Irish, levels 3–5, for public service
Recognised as a third level institution by QQI, July 2013
Coláiste na hÉireann/Gaelchultúr’s first postgraduate course: Dioplóma Iarchéime san Aistriúchán
E-learning: www.ranganna.com
Online courses for primary school teachers
Publishing (continued)
E-learning platform ranganna.com
Syllabuses developed at levels A1–C2, drawing heavily on the CEFR / Breakthrough, Waystage, Threshold Level, Vantage
Lesson plan and teaching resources developed for each class at each level
A multimedia course for each level. Two published, four more in coming years
Interactive online version of each course
iPad app for each course in the future
Teastas sa Ghaeilge/Certificate in Irish for the general public
TiLG certification system (10 grades) from 2014, available worldwide
Online teaching and testing
Blended learning model
Teacher training
Coláiste na hÉireann: more postgraduate courses
Expanded online shop
Greater use of video for promotional purposes (QuickGuide Irish Grammar video: 365,000 hits on YouTube since March 2011)
Email and online newsletter: sent to nearly 50,000 people
Greater use of social media
Learners throughout the world using our e-learning platform and participating in live online classes
siopa.ie – worldwide sales
Our publications used in many colleges abroad, e.g. Harvard; University of Wisconsin–Milwaukee; Marylhurst University, Portland, Oregon; St Mary’s University, Halifax, Nova Scotia; Memorial University, St. John’s, Newfoundland
Back end of site developed from scratch
First course available: online version of Gramadach gan Stró!
Subtitles in English on every page
Various types of exercises, e.g. multiple choice/drop-down list, fill in the blanks, radio buttons, proofreading
More detailed feedback at times
Feedback is instant
Sound files gradually added to courses
Video added at a later stage
Example 1: Tadhg Mac Dhonnagáin
Example 2: Fionnuala Croker
Example 3: Reuben Ó Conluain
Example 4: Anna Heussaff
Sound files gradually added to courses
Video added at a later stage
Example 1: Tadhg Mac Dhonnagáin
Example 2: Fionnuala Croker
Example 3: Reuben Ó Conluain
Example 4: Anna Heussaff
Learners on certain courses given access to online content Example: Cúrsa Gaeilge d'Iarratasóirí Hibernia
Learners attend two-hour class once a week Online content used for preparation before
classroom sessions and for revision A unit of the online course usually corresponds to
a single class Emphasis on grammar and pronunciation in online
course Emphasis on developing fluency in classroom
sessions and on giving learners more confidence
In the case of some courses, learners do interactive exercises online, attend classroom-based sessions and also participate in live online classes
This model is used in the case of Cúrsa Gaeilge d’Iarratasóirí Hibernia (Option 2)
Also used in the case of Coláiste na hÉireann/Gaelchultúr’s Dioplóma Iarchéime san Aistriúchán
Video becoming an important tool in the teaching of grammar, etc. Example 1: Cruinneas na Gaeilge 1: Na réamhfhocail shimplí Example 2: Dianchúrsa Ullmhúcháin i gCruinneas na Gaeilge: Físeán 5 - Abairtí le haistriú 3
A sizeable number of users lacking IT literacy. How-to video on ranganna.com helps alleviate problem
Typical problems: difficulty logging in, finding course, navigating through content
Technical difficulties, e.g. old browser
Technical support by phone necessary
Course forum very important
Very positive feedback regarding blended learning model
Improved results, e.g. in Hibernia College Irish interview
Need for proper research on efficacy of the blended model – relying too much on anecdotal evidence
Technical difficulties, e.g. learners unable to use headset
Important to test learners’ internet connection, etc. in advance
Clear technical instructions should be sent to learners
Hand-outs required in break-out sessions must be sent in advance
Technical support by phone necessary before class commences
Training and technical support for teachers necessary
Drawback: teacher-fronted classes
Important to ask questions continuously to engage learners
Learners should be encouraged to use live text
Break-out sessions very important
