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JISC-funded project Dec 2008 to Oct 2010Work-based distance learners in:
Online MA in TESOL & Applied LinguisticsMSc in Occupational PsychologyMSc in Psychology of Work
DUCKLING - Delivering University Curricula: Knowledge, Learning & Innovation Gains
Three technologies: Podcasting
E-book readershttp://www.flickr.com/photos/42329213@N00/1216468104/
Second Life
The challengesLimited interaction with tutors and peersMaterials seen as ‘dry’Limited variety in teaching approaches Students travel a lot - need for mobility Diverse student body - need
for flexibilityApplication of theory
(employers’ request)
Action ResearchData gathered via:
Survey on student use of podcasts/e-readers/SLCognitive mapping interviews – staff, studentsBlackboard discussion forumsData analysisDescriptive statistics – closed questions (survey)Thematic analysis – open-ended questions (survey)Cognitive mapping analysis – interviews
Podcasting – the studyWorld Englishes podcastsPhonology and Phonetics podcastsWimba Voice Board pilot – about to start. Aim
is to make discussion forum more interactive.Analysis of speech styles
in tutor feedback to students on assignments (Psychology)
http://www.flickr.com/photos/8365241@N02/2569205162/
Podcasting – findings so farStudents (TESOL & Psychology) appreciate:
Increased flexibility and mobility – using iPhones, MP3 players and e-readers
Autobiographical podcasts illustrating attitudes to languages – bring course to life
Tutors appreciate:‘Design once, deliver many times’ with
minimum adaptation (online and campus)
Second Life clips on YouTubeBuying and selling a car in Second Life
(Languagelab.com)Evacuating an oil rig in Second Life
(Beyond Distance Research Alliance, University of Leicester)
Second Life party(Beyond Distance Research Alliance, University of Leicester)
Second Life – the studyA pilot for the CALL option
Preparation: discussion in Blackboard (2 weeks)Training in SL (2 weeks)Class observations at languagelab.com (3 weeks)Ongoing discussion in Blackboard (7 weeks)Total time = 7 weeks
Number of participants: 18 expressed interest6 attended training 5 observed classes
Increasing flexibility for learners:Learn English at almost any time of their choice
(due to affordances of SL and languagelab business model) and...
At any place where they have the correct set-upOpportunities for learners to talk to native
speakers and people around the worldSocial opportunities
Perceived advantages to using SL for EFL
FindingsSmall number of volunteers but all engaged
enthusiasticallyAll felt that SL experience was useful to have
on CV for future employmentParticipants who signed up but did not
complete the project had technical problems or busy schedules
Findings (2)Structured support and discussion on
discussion board helped keep momentum upSL ‘drop-in’ training sessions are a solution to
time zone problems when working with small numbers
Partnership with languagelag.com enabled students to experience SL in their own time but still benefit from the social aspects of it
E-readers – the studyTrialling Sony Reader PRS 505 – now discontinuedTwo groups of distance students:
Eight students (from Oct 2009) – survey dataNine students (from Mar 2010) – discussion forum
dataAll module materials from VLE uploaded,
including podcastsStudents can upload journal articles as PDFsOne textbook made available (Routledge)
E-readers – findings so farMany students still prefer to read on paper.However:
Cost of e-reader: +-£150 Cost of ordering printouts of materials: £250
The e-reader has changed study habits -> ->
Changes to study habits ‘I find that the reader has become an integral
part of my day...The reader has given me more study time... It's nice to have the … material … loaded onto a single device… I've also gotten into the habit of carrying my reader with my everywhere, and if I'm in a situation where I'm waiting… I will automatically open the reader. How I kill time has been transformed by this device, as previously I would have just spent the 20 minutes playing games on my iPhone!’
Changes to study habits (2)'I commute to (work)… it takes an hour and half
one way, and to get to there… I need to take a bus, a train, then another bus. I've been using the e-reader... The ‘continue reading’ function … helps me to continue from the last place that I left off. I can start reading on a bus, turn it off and when I get on a train, begin again. It's so much easier to take the e-reader rather than taking around a lot of papers and getting papers for each unit out of my bag.'
Changes to study habits (3)‘I now study more in my workdays using
the e-reader. I've been putting it in my bag every day and taking it to work and after lunch reading a few pages. I’ve found that way it keeps the content fresh in my mind. Before with the paper version, I’d allocate my weekends for study.'
E-readers: challengesMany students want to underline, highlight
and make notesFlickering and delays while turning pagesFormatting documents for e-readers is time-
consuming and fiddlyPublishers give blanket refusals to pre-loading
copyrighted materials onto the e-readers. Lessons from the music industry applicable?
What students like about e-readers
Portability: e-readers are usedat home, on commute, inpublic places, while travelling
Bookmarking and ‘continue reading’ function
Accessing VLE materials offlineNo eye strain (‘e-ink’)Long battery life
The big debate – which gadget?Benefits of e-reader vs print/ Netbooks/
iPhones – not an either/or situation: ‘When I want to read and write notes, I use my
laptop. When trying to read to concentrate solely on reading coursework to digest it alone, I find the Sony [e-reader] a great device. As an avid reader in bed, I find the iPhone to be hugely advantageous to my marital well being, having the backlit screen.’
Summary
Interaction with peers
Materials ‘dry’
Variety in teaching approach
Mobility Flexibility Application to
workplace
PodcastingSecond LifeE-readers