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Slides presented at the 7th biennal LLAS conference entitled "Reshaping Languages in Higher Education Conference 2014".
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BRING YOUR OWN VOCABULARY
Engaging students in vocabulary learning with mobile & collaborative technologies
Benoît Guilbaud @BenGuilbaud
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported licence (CC BY-NC 3.0).
More details at http://creativecommons.org/licenses/by-nc/3.0/
@BenGuilbaud, 2014
#LLASconf14
Sydney Uni CC BY-NC-SA 2.0
Zut !
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• Language for specific purposes: medical French - prevalence of lexicon
• Y1&2 MBChB undergraduates / two academic years / 71 B2 students
• Attempt to increase student engagement, motivation and collaboration
• Draw on students’ specialist knowledge and clinical placement experience
CONTEXT
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Vocab
TRADITIONAL VOCABULARY TEACHING (and maybe learning)
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BETTER VOCABULARY LEARNING
Vocab!+++
Vocab
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WHY?
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WHAT’S IN IT FOR…
Students Tutors• Increasing breadth of vocabulary
easily and systematically
• Active participants in their learning process
• Collaboratively involved in content design
• Engage with outward-facing learning & OER production
• Reduces need for specialist knowledge
• Keeps students engaged outside of contact hours
• Increases class motivation
• Saves time
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HOW?
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GOOGLE DRIVE QUIZLET
+
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GOOGLE DRIVE
• Template list created by tutor for each topic/fortnight
• Each student adds 5 words and their translations
• Content is checked, curated and completed by tutor
• Final list imported into web 2.0 vocab app Quizlet
• Students learn/revise list for formative test the following week
• Summative vocab test in final exam
QUIZLET
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GOOGLE DRIVE
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QUIZLET
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QUIZLET
IOS ANDROID WINDOWS PHONEWEB
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THE STUDY
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THE STUDY
• End-of-semester questionnaire
• 53 open and closed questions
• 44% respondents
18/06/2013 11:19Survey Results
Page 1 of 14https://selectsurveys.humanities.manchester.ac.uk/PrintOverview.aspx?SurveyID=9lK34l83
1. Please enter your full name (Optional) (NB: all survey results will be anonymised entirely)
Total Respondents 14
(skipped this question) 15
2. Which of the following units were you enrolled on in 2012-13?
ResponseTotal
ResponsePercent Points Avg
Medical French level 1 7 35% n/a n/aMedical French level 2 9 45% n/a n/aBusiness French"further" level 4 20% n/a n/a
Total Respondents 20 100%
(skipped this question) 9
3. "I understand that my answers may be used and quoted anonymouly for the purpose of the present research study." Click hereto read more.
ResponseTotal
ResponsePercent Points Avg
Yes 20 100% n/a n/aTotal Respondents 20
(skipped this question) 9
4. From which devices did you usually access Quizlet? Tick all answers that apply.
ResponseTotal
ResponsePercent Points Avg
University PC 9 53% n/a n/aPersonalcomputer(includinglaptop)
17 100% n/a n/a
Smartphone 5 29% n/a n/aTablet 0 0% n/a n/aPrinted lists 1 6% n/a n/aOther, pleasespecify 0 0% n/a n/a
Total Respondents 17
(skipped this question) 12
5. From which device did you access Quizlet the most?
ResponseTotal
ResponsePercent Points Avg
University PC 1 6% n/a n/aPersonal computer(including laptop) 14 82% n/a n/a
Smartphone 2 12% n/a n/aTablet 0 0% n/a n/aPrinted lists 0 0% n/a n/aOther (as specifiedabove) 0 0% n/a n/a
Total Respondents 17 100%
(skipped this question) 12
Quizlet survey 2013
Respondents: 29 displayed, 29 total Status: Closed
Launched Date: 05/06/2013 Closed Date: 16/06/2013
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FINDINGS
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VOCABULARY LEARNING
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“QUIZLET WAS USEFUL TO MY LEARNING”
Very usefulUseful
NeutralUseless
Very useless
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“I FOUND THAT QUIZLET MOTIVATED ME TO REVISE VOCABULARY”
Strongly agree Agree NeutralDisagree Strongly disagree
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PLACE OF USEVery often Often Sometimes Rarely Never
Public transports
Home
University & library
Outdoors
Work
Around campus
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LENGTH OF REVISION SESSION
AVERAGE MAX
40 mins 100 mins
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CLASS-GENERATED VOCABULARY LISTS
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“COLLABORATIVELY CREATING VOCABULARY LISTS IS A GOOD WAY TO ENCOURAGE STUDENT ENGAGEMENT”
Strongly agree Agree Neutral Disagree Strongly disagree
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HOW IMPORTANT IS IT THAT STUDENTS ARE INCLUDED IN THE DESIGN OF STUDY MATERIALS?
Very importantImportant
NeutralUnimportant
Very unimportant
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Technical problems 4%
Late entries (delaying test revisions) 29%
Duplicate entries 21%
Inaccurate entries 29%
Irrelevant entries 34%
% of respondents agreeing
ISSUES WITH CLASS-GENERATED LISTS OCCURRING “OFTEN”
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Very likely
Likely
Neutral
Unlikely
LIKELINESS OF SHARING OWN LEARNING RESOURCES
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Very pleased
Pleased
Neutral
PLEASED TO SHARE CLASS-MADE RESOURCES
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VIEWS ON BYOD• Free choice of learning device is favoured.
• University-sanctioned platforms should be widely compatible.
• Despite empirical evidence that students enjoy using their own devices in class, survey responses show reluctance to bring devices to class.
• BYOD may create discrepancies in access to learning.
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CONCLUSIONS
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CONCLUSIONS• Experience very positive overall
• High level of student engagement and satisfaction
• Several positive comments in unit satisfaction survey
• Summative test results show very effective learning
• System works best for individual words and short phrases
• Importance of thorough curation of contents by tutor
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COMMENTS
• “Provided there is appropriate oversight this is a fantastic resource.”
• “I will definitely continue to use Quizlet in the future. I have also
started using it to help me learn other areas of my medicine
degree.”
• “Quizlet has revolutionised the way I learn vocabulary.”
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REFERENCES• Casserly, C.M., Smith, MS.S, 2008. Revolutionizing education through innovation: Can openness transform teaching and
learning? In: Iiyoshi, T. & Kumar V. (eds), 2008. The collective advancement of Eduction through Open Technology, Open Content and Open Knowledge. Cambridge, Mass, MIT Press.
• Couros, A., 2011. Why networked learning matters. Education in a Changing Environment (ECE) 6th International Conference, Creativity and Engagement in Higher Education, 6-8 July 2011, University of Salford, Greater Manchester, UK.
• Craig, D.V., 2011. Encouraging Participatory Culture and Language Learning: Assisting ELLs in Becoming Part of the Digital Youth. In: TNTESOL Journal, 4(1) pp. 84-93.
• Kop, R., Hill, A., 2008. Connectivism: Learning theory of the future or vestige of the past? In: International Review of Research in Open and Distance Learning, 9(3) [Online]. Accessible at: http://www.irrodl.org/index.php/irrodl/article/viewArticle/523 [accessed 27th June 2013].
• Martin, A., Madigan, D. (eds), 2006. Digital Literacies for Learning. London: Facet publishing.
• Nation, I.S.P., 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Cambridge Applied Linguistics.
• Siemens, G., 2005. Connectivism: A Learning Theory for the Digital Age. In: International journal instructional technology and distance learning, 2(1) [Online]. Accessible at: http://itdl.org/journal/jan_05/index.htm [accessed 27th June 2013].
ANY QUESTIONS?
Benoît Guilbaud @BenGuilbaud
#LLASconf14
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