Validation & Resources for Language Validation & Resources for Language Learning in AIOLE EnvironmentsLearning in AIOLE Environments

Validation & Resources for Language Validation & Resources for Language Learning in AIOLE EnvironmentsLearning in AIOLE Environments

Dr Asuncion Sanchez-Villalon, PhD,asuncion.sanchez@uclm.es Dr Pedro P. Sanchez Villalon, PhD,sanchezvillalon@gmail.com

University of Castilla La Mancha, Spain

IAC-ETeL 2013 in Prague

International Academic Conference on Education, Teaching & E-learningAV consulting & Czech Technical University

IntroductionIntroduction

Knowledge Transfer Knowledge Construction Content-based systems foster transmissionist learning

while ICT technologies improve Constructivism Learning

ICT help learners to enhance their language learning (in educational centres in teaching & formal learning), or outside, (in informal situations):◦ 1. Offering open resources for learning

(Web-based, Communicative, simulate and real practice, …)◦ 2. Giving support to lifelong learning◦ 3. Fostering the design of Personal Learning Environments.

AIOLE: AIOLE: Concept.-Features.-PurposeConcept.-Features.-Purpose

AIOLE (An Interactive Online Learning Environment)

Main Purpose: help teachers and learners to design learning strategies, to develop activities give access to online materials, design and report learners on their learning experiences fulfill tasks where language skills play an essential role in

their learning process.

AIOLE EnvironmentsAIOLE Environments

AIOLE Learning scenarios, WebWriter for writing on the Web Editing Scenarios (for Teachers, & Students for their own task) Accessing links to Internet resources,

The CEFR descriptors & Levels:The CEFR descriptors & Levels:

AIOLE projectAIOLE project

AIOLE ValidationAIOLE Validation

Laurillard´s Conversational Model (2002) checked in AIOLE

It accomplishes the 4 components:◦Discursive◦Adaptative◦Interactive◦Reflexive

Discursive component in AIOLEDiscursive component in AIOLEChats for conversational exchanges

◦teacher «–» learners ◦learners «–» learners

Access to the learning plan column & links Learners can comment on their learning experience &

doubts. Teacher can access learners’ comments

Adaptative Component in AIOLEAdaptative Component in AIOLE

Teacher:◦ can adapt the learning plan dynamically with sequential

steps in learning activities◦ can offer access to solutions to problems upon practice

completion ◦ Or can access information offering remedial work

Learners◦ can modify their own learning plan, tasks & activities◦ AIOLE will progress showing the teacher’s guide in the

learning path from the institutional guidelines and the levels and descriptors of the CEFR

Interactive Component in AIOLEInteractive Component in AIOLEThe 4 communicative skills, mainly

writing, reading and listening. ◦Writing by integrating AWLA writing assignments in the learning tasks◦Reading & Listening activities designed by the teacher for the learner to access and produce feedback ◦grammar and vocabulary quizzes, easily designed using a template or accessing on Web◦Speaking motivated in blended environments with stimulating spoken interaction face-to-face

Reflexive Component in AIOLEReflexive Component in AIOLE

Help the teacher ◦relating the learners’ feedback with the achievement of the assignment objectives & of the internalization process

◦Saved in every learner’s scenario, inviting them to check and compare results in a not-automatically-driven grading technique done by the teacher

Use of the ePortfolio ◦with the reflective feature of BioLingua

Range of usageRange of usage

Internal validation: since the fulfillment of objectives are reached when checking the learners’ outcomes

The first statistics usage was done as a CIVIErasmus platform:

AIOLE learning environment:

Number of Students: 600 Tutors: 16Campuses: 4 Languages:4

Average visits per studentENGLISH: 26,5:4= 6,6 GERMAN: 35:4= 8,7

ITALIAN: 29:4= 7,2 FRENCH: 22,1:4= 5,5Dates:March-June (spring term)

External validationExternal validation

External validation in different online enviroments

ConclusionsConclusions

AIOLE has resulted in:1. an invaluable tool for learning languages 2. a student-centred learning environment serves

the current trends of PLE 3. a way for learners to control their own learning

in a final stage4. designing their own learning paths (following the descriptors and guidelines of the

educational institutions and ePortfolio practices) It has also been proved to be useful as a learning

environment for long-life learning as it is an open platform.

Bibliography Bibliography