Global Challenges in elearningSouthampton University

14 December 2005

Caroline MooreDirector IT Services

Teaching and Examinations

About this presentation

British Council experience of elearning for English Language Teaching (ELT) - 20 minutes presentation, 10 minutes discussion.

Consider three particular challenges:

1. Different contexts in each country2. Learner attitudes to (e) learning3. Teacher attitudes to (e) learning

NB there are many other challenges… not least finding the right [affordable] technical “solutions” and making them work. And content.

About the British Council

• Founded in 1934

• Works in 110 countries

• Purpose is to build mutually beneficial relationships between people in the UK and other countries and to increase appreciation of the UK’s creative ideas and achievements.

• Core grant-in-aid £178m.

• Income £193m in 2005/06.

• Turnover £482m.

British Council Teaching Centres

• “Direct teaching” of English since late 1930s

• Expansion in 1980s and 1990s

• In 2004/5 we taught English to 306,000 students in 53

countries. 2000 teachers taught 1.1 million class

hours.

• Learners are adults (65% - mainly aged 18-35),

young learners (25% - 3-17) and “professional

development” (10% - mainly business, teacher

training)

Elearning experience

• Developed CDROM content in-house from 1995 to

2005: “Network English” series, YL and IELTS discs

•Since 1997 we have tried to include elearning in our

offer to paying students (limited success,

approximately 1000 students taught)

• Successful launch of free websites for learners and

teachers of English 2000 to 2004.

• Research and piloting of elearning systems 2003 to

present.

Free websites for learners and teachers of English

CD-ROMs: general language practice, YL and IELTS

Authoring tools and creation of ‘high-design, medium-pedagogy’ material

Research and piloting of e-learning systems

Development & implementation of blended English courses

Complex / ambitious media development

Learning platform

Elearning experience

Challenge 1: different context in each countryor “it won’t work here”

Different learners and learning needs in each country affects distribution of ability ranges, age groups, learning needs, expectations.

Different term times, course duration, number of classes per week.

Most students come to (well equipped) BC Teaching Centre premises, but some taught off site.

Differing experiences/access to technology and expectations – gap between Tokyo and Cairo.

Big range in “affordability” (Tokyo approximately x4 Cairo).

Challenge 2: Learners: Market research: typical respondent overall

want 50% class work

delivered with

technology.

are under 30.

(average adult =

28 years old)

use internet, mobile phones,

computers,CD-ROMs

have used

internet and CD-

ROMs for studying.

have emailing

and internet

searching skills.

have computer

and internet access at home/wor

k.

study English

for current or

future job/caree

r.

travel up to 1 hour to & from teaching centre.

are CEF

level B.

have learned English

for under 3 years.

RESPONDENTS …

Reasons for studying English

The most popular reason for learning English is for improved job opportunities.

Improving career prospects is the driving force for many, with social reasons somewhat down the scale.

.

65%

54% 53% 52%

45%

39%

32%

Reasons for studying English (average)

n=1350

learner preferences

1. Diagnostic test

2. Teacher contact (counselling)

3. Revision material

4. Additional material

5. Progress record

6. "Moving faster" (same face to face but progressing faster)

7. Homework system (storage and uploading)

0%

5%

10%

15%

20%

25%

30%

100%

tech

nology

90%

80%

70%

60%

50%

40%

30%

20%

10%

0% te

chnolo

gy

Total India Teachers

Challenge 3: Teachers

2. Contactwith teachers

for advice aboutmaterial

4. A progress record tracking completed

work and achievement

1. A diagnostic test

for informationabout what to

study

3. Additional and revision material

to study

The future: integrate elearning with current face to face learning

Teacher remains central

Website addresses

www.britishcouncil.org

www.britishcouncil.org/learnenglish

www.in2english.com.cn

www.go4english.com

www.britishcouncilonline.org

Contact: caroline.moore@britishcouncil.org

Pedagogy / technology

Existing New

Mis

sion

/

mark

et

/ ob

ject

ives

Exis

tin

gN

ew

Quadrant 1Quadrant 1

Quadrant 4Quadrant 4

Quadrant 3Quadrant 3

Quadrant 2Quadrant 2

Leicester E-Learning & Pedagogical Innovation Strategic Framework- Gilly Salmon, Online Educa Berlin 2005