warwick university language centre talking mahoodle
DESCRIPTION
prepared as a summary of our use of our talking mahoodle for presentation at the Teaching and Learning conference Antwerp for Blackboard Collaborate.TRANSCRIPT
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Strategies to Enhance Student Outcomes in Virtual Learning
Environments
Teresa MacKinnonSenior Tutor: e-learning
Language Centre
Language Centre: http://www2.warwick.ac.uk/fac/arts/languagecentre/
Language Centre Experience of using Blackboard Collaborate
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• 1500 students per year• 8 languages for academic credit• Increasing importance of oral/aural skills
contributing 15-20% each to summative total• 2-3 hours contact time a week
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Addressing the needs of language learners
• Limited contact time• Expressed need for consolidation and practice• Tailored language for individuals• Creation of engaging opportunities for listening
and speaking• Increasing need for interaction
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“Weaknesses in foreign language skills have been exacerbated since the requirement to take a language at GCSE level was ended in 2004, 76% of employers are not satisfied with the level of these skills among young people.”
CBI Education and Skills Survey 2011
Our challenges
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• 27% of businesses say they have no need for foreign language skills
• Important in manufacturing, banking, finance, insurance reflecting the globalisation of these sectors
• The greatest demand (21%) of these skills is in building relationships overseas
• Core European languages are still most in demand from employersFrench (61%), German (52%) and Spanish (40%), Polish
(29%) and Mandarin (23%)
Languages in today’s market
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“In a statistical sense, we may one day communicate with each other far more through computer mediation than in direct interaction.” Crystal, 2001
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voiceboards
voice email generators
voice presentations
podcaster
Voice Tools: Usage data Sept ‘08 – May ‘11
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Number of resources Total number of messages
Voice Boards 60 622
Voice Authoring recordings
10 552
Voice E-Mails 13 6
Total 83 1180
Popularity of voice tools
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•Blackboard IM Accounts Total Users: 118; Total Instructors: 9 •Blackboard IM-Enabled Courses Total Number of Blackboard IM-Enabled Courses: 69 7 with 5+ users (14%)4 with 10+ users (8%)1 with 30+ users (2%)•Blackboard IM Usage Average Number of Personal Contacts: 5 84% of users have ≥ 1 personal contact7.6% of users have ≥ 10 personal contacts2.5% of users have ≥ 30 personal contactsTotal Number of Users who Have Created a Profile: 44
Informal ad-hoc collaboration
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Finding the tool for the job
Nature of communication
one to one one to manymany to
many immediate sustained
suitable for collaborative
communication
Voice email √ √
Voice board √ √ √ √
Voice podcaster √ √ √
Voice direct √ √ √ √
Voice presentation √ √ √ √
BB EIM √ √ √ √
Online classroom √ √ √ √ √ √
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Deep integration
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Easy access and control
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Use cases
• Japanese – recorded revision materials summarising grammatical points with voice and powerpoint using web conferencing tool
• Chinese – use of voice boards and voice authoring to increase exposure to tailored spoken language.
• French – Use of voice boards for asynchronous role play practice and voice podcaster to deliver listening materials straight to mp3 player/phone.
• German – voice boards to give pronunciation practice and feedback.
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• Useful process to encourage dialogue• Community of practice• Reflective practitioners• Importance of awareness of research• Student engagement and desire for control!
Conclusions from earlier research into voice tools use
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Success factors
• Find a technical and pedagogic champion/s• Connect to a community of practice (Wenger,
2000)• Be willing to use the support available and share
what you have discovered• Supply a decent headset and internet connection• Have a passion for languages in use!
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Student comments• “An innovative way of learning.”• “I think it is a brilliant idea for oral practice.”• “A very impressive form of technology and very
useful.”• “I listened in and got some ideas about materials
and pronunciation of words”• “It helped with revision.”• “Matching your own articulation against the
teacher’s recording was helpful.”• “It was useful to have a chance to review the
material from classes and practice listening.”
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Teresa MacKinnonSenior tutor: e-learningLanguage Centre
Language Centre site: http://www2.warwick.ac.uk/fac/arts/languagecentre/Teaching site: http://m2.warwicklanguage.org.uk/Follow WarwickLanguage on twitter
Thank you!