blended learning march 2015 - antwerp

Blended learning for language learningAntwerp – March 2015

Language learning online: creating and developing

March 2015


Aims:

• Introduce a number of areas for further exploration

• Link concepts with learning and technology

• Introduce the major writers and researchers

• Give examples for further exploration


Resources

The associated website: https://learningcollaborativeonline.wordpress.com/

https://learningcollaborativeonline.wordpress.com/


AREAS TO CONSIDER IN ONLINE LEARNING

Introductory ideas


Terminology

• Online learning

• E-learning

• Distance learning

• Blended learning

• Mobile learning

• Flipped classrooms

• Web 2.0

• VLE

• Personal learning network (PLN)

• Blog

• Wiki

• Virtual worlds


Keeping up

• Changing technology

• New apps

• Save useful links eg ScoopIt http://www.scoop.it/ -follow ideas that are relevant e.g. http://www.scoop.it/t/mobile-learning-for-students-and-teachers

• Receive notifications: emails; RSS feeds; podcasts; online discussions/forums http://www.futureofeducation.com/?xg_source=msg_mes_network

• The research basis

• Theoretical justification

• Related journals

• Conferences

http://www.scoop.it/

http://www.scoop.it/t/mobile-learning-for-students-and-teachers

http://www.futureofeducation.com/?xg_source=msg_mes_network


PLANNING LEARNING


How do you plan learning?

learners

• knowledge of learners

• requirements of the syllabus

goals

• statement of goals/outcomes

plan

• find resources

• write lesson plan


A creative model?

check learning

support self-assessment

assessment

"tweak" resource to emphasise learning outcome;

specify language progression elements

write plan

explore potential of new resource;

outline language features;

link to syllabus

fit to syllabus

find resources

idea


Focus on learners

• Learner needs

• Learner context

– Learner background issues

– Educational system

• Personal ideologies

– Behaviourist?

– Constructivist?

• Goals / outcomes / processes


Language: Systems and skills?

• Reading, writing, listening, talking

• Task-based learning

• Problem-solving learning

• Grammar, pronunciation, vocabulary, discourse

• Tasks and exercises (Ellis, 2003)


Role of the tutor

Gilly Salmon

E-moderating

Five-stage model:

From http://www.gillysalmon.com/five-stage-model.html

http://www.gillysalmon.com/five-stage-model.html


Differentiation and accessibility

• Accessing materials in different ways

• Accessing materials at a time that suits the learner

• CALL Scotland http://callcentre.education.ed.ac.uk/Information/iPads/

http://callcentre.education.ed.ac.uk/Information/iPads/


Curriculum and syllabus

• PBL

• Discovery learning

• Flipped classroom / learning

• Blended learning – review the learning outcomes as well as the process


Simplified summary

• Understanding learning doesn’t change

• Processes/styles/strategies don’t change

• Issues don’t change

• Consider tutor’s role

– Understand your ideology

• Learning outcomes and curriculum processes


FINDING MATERIALS


Stepping up the double ladder

Learning

• Theoretical justification for choices

• Choosing appropriate materials

• Understanding processes

Technology

• World constantly changing

• Understanding choices


Role of tutor

• Understand learning and learners

• Plan, evaluate learning

• Understand available technologies

• Integration

• Evaluate and reflect

• Consider materials with outcomes


EVALUATING MATERIALS


Finding and keeping track• http://www.scoop.it/t/mobile-learning-for-students-

and-teachers

• https://flipboard.com/

• Set up own blog https://learningcollaborativeonline.wordpress.com/

• bookmark online journals http://llt.msu.edu/

• Attend conferences and join groups http://ltsig.org.uk/

• Share with others; work collaboratively http://educationalwikis.wikispaces.com/Examples+of+educational+wikis

http://www.scoop.it/t/mobile-learning-for-students-and-teachers

https://flipboard.com/

https://learningcollaborativeonline.wordpress.com/

http://llt.msu.edu/

http://ltsig.org.uk/

http://educationalwikis.wikispaces.com/Examples+of+educational+wikis


Reading

Journals often more useful than books

• System: http://www.journals.elsevier.com/system/

• ReCALL http://www.eurocall-languages.org/publications/recall

• Language Learning and Technology (free online journal) http://llt.msu.edu/

• CALICO http://journals.sfu.ca/CALICO/index.php/calico/index

http://www.journals.elsevier.com/system/

http://www.eurocall-languages.org/publications/recall

http://llt.msu.edu/

http://journals.sfu.ca/CALICO/index.php/calico/index


Use systematic evaluation of learning

• Learning outcomes

• Learning processes

• Plan and evaluate

• Authenticity of outcomes / tasks

• Checklists to be systematic

– E.g. Bates (1995)


Bates (1995) ACTIONS modelfrom Motteram (2011) Developing language-learning materials with technology In Tomlinson, B (2011) Materials Development in Language Teaching 2nd edition Cambridge: CUP

• Access

• Costs

• Teaching and learning

• Interactivity and user-friendliness

• Organisational issues

• Novelty

• Speed


CREATING MATERIALS


Useful tips• Have a clear starting-point (blog? wiki?)

• Don’t compete with professionally-produced materials

• Be aware of the range of possibilities

• Don’t copy or repeat; embed

– Flickr http://www.flickr.com/photos/rubyrennie/

– Slideshare http://www.slideshare.net/

– Youtube http://www.youtube.com/watch?v=-dnL00TdmLY

• If it ain’t worth it, don’t do it!

http://www.flickr.com/photos/rubyrennie/

http://www.slideshare.net/

http://www.youtube.com/watch?v=-dnL00TdmLY


Use materials/resources

Hmm – should I reinvent that?


SAMR model for tasks/activities

Created by Ruben Puentedura

• Substitution

• Augmentation

• Modification

• Redefinition

Link to theories of deep vs surface learning

and authenticity in tasks

http://www.hippasus.com/rrpweblog/

http://www.hippasus.com/rrpweblog/


SAMR model – from Puentedura

taken from http://www.hippasus.com/rrpweblog/archives/2014/12/12/SAMR_DevelopmentTeachingPractice.pdf

http://www.hippasus.com/rrpweblog/archives/2014/12/12/SAMR_DevelopmentTeachingPractice.pdf


Example: SAMR for language learning


Examples

• Webquests: http://en.wikiversity.org/wiki/Learning_theories_in_practice/WebQuests_as_Second_Language_contexts

• Prezi by Jim Cash https://prezi.com/r1-_udbvf6kb/samr-examples/#

• Add captions to a video: https://www.youtube.com/watch?v=9yv_c8ayf8s

http://en.wikiversity.org/wiki/Learning_theories_in_practice/WebQuests_as_Second_Language_contexts

https://prezi.com/r1-_udbvf6kb/samr-examples/

https://www.youtube.com/watch?v=9yv_c8ayf8s


Example: virtual world learning space


TPCK

From Koehler and Mishra

Reproduced by permission of the publisher, © 2012 by tpack.org http://tpack.org/

http://tpack.org/


Personal learning networks

• Creating and keeping in touch with ideas and resources

• Exploring by collaborating

• Learning by discussing (and getting comments)


The Future?

• Mobile learning

• Game-based learning

• Multimodality

• E-publishing linking all kinds of materials

• Open learning / MOOCs / iTunesU


Join a MOOC!

http://www.ed.ac.uk/studying/online-learning/moocs/moocs

http://www.ed.ac.uk/studying/online-learning/moocs/moocs


References

• Chapelle, C and Jamieson, J (2008) Tips for

Teaching with CALL New York: Pearson

Education

• Ellis, R (2003) Task-based learning and Teaching

Oxford: Oxford University Press

• Motteram, G (2011) Developing language-

learning materials with technology In Tomlinson,

B (2011) Materials Development in Language

Teaching 2nd edition Cambridge: CUP