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“...from a distance” Teaching languages in a virtual
environment
Ursula Stickler and Regine HampelOpen University, UK
ECML Conference Graz 2007
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VIRTUALLearning Overview
The Open University The institution Language
courses The course
Tools used Data collected
Feedback From students From tutors
Training for tutors
Conclusions
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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
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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
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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)
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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
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Virtual language learning tools
Blog
Website
Forum
Quiz
FlashMeeting
Wiki
VLE
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Combination of Tools
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Screenshot: Moodle Website Starting Page
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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
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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.
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VIRTUALLearning Screengrab: FM Replay
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VIRTUALLearning Group forum screenshot
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VIRTUALLearning Blog screenshot
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VIRTUALLearning Wiki screenshot
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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
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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)
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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. “
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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
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Dissemination of project results Teaching Days Staff Development (regional training
days) Forum for tutor feedback and input Moodle playground for tutors
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Blog
Website
Forum
Quiz
FlashMeeting
Wiki
Tutor involvement in learning activities
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FlashMeeting: synchronous teachingQuiz: no input (automated feedback)Forum: moderating Website: no input (course team generated content)Blog: only comments Wiki: error correction / improvements
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VIRTUALLearning The end
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