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Blended Language LearningBlended Language LearningPrinciples, concepts and experiencesPrinciples, concepts and experiences
University of Bern, Department of English
14 April 2003
Prof Dr Kurt Kohn
Chair of Applied English Linguistics, University of Tübingen
Steinbeis Transfer Center Language Training & Communication
[email protected]://www.teloslearning.com
My TopicsMy Topics
Approaches in Language Learning & Teaching: Guiding Principles
Blended Language Learning: Concept & Challenges
MultiMedia & Internet: Potential & Challenge
MultiMedia & Web Solutions for a Blended Learning Strategy
Telos Language Partner
Telos LanguageStudio
A Case Study on Blended Language Learning
Guiding PrinciplesGuiding Principles
learning = self-organized learning
linguistic theory,
language learning & teaching
teaching = to enable self- organized learning
Autonomy
Guided autonomy
Authenticity
Communicative orientation
learning material, learning situations & activities
! Learning is a creative construction process !
‘Blended Language Learning’A new type of pedagogy?
• An old and familiar concept !!
• The potential of multimedia and web– Enrichment: support of autonomous learning & teaching
– ... and Reduction: MM & eLearning as the only solution
• ‚Blended Learning‘– Multimedia and eLearning should not be used in isolation
– Their pedagogic potential can only be fully exploited in combination with other approaches
• Challenges – Learners: Making best use of your newly gained autonomy
– Teachers: Keeping your familiar autonomy
– Language schools: Rebuilding the ship while on open sea
pedagogicdiversity
Relevant learning content !! BUT restricted access !!
Web access to learning content & natural resources
Internet communicationwith eMail, Forum, Chat & video conferencing
MultiMedia & InternetMultiMedia & Internet- the potential -- the potential -
MultiMedia & InternetMultiMedia & Internet- the challenge -- the challenge -
Pedagogic Integration Blended Learning - Guided Autonomy
Multimedia enhancement of the Internet
Autonomy of the language teacher
MultiMedia & Web Solutions MultiMedia & Web Solutions for a Blended Learning Strategyfor a Blended Learning Strategy
• Learner perspective:– Relevant learning activities: from practice to
exploration to communicative interaction
– Independent learning: self-evaluation
• Teacher perspective: – Content autonomy: content processing
and open resources
– Pedagogic creativity
• MultiMedia & Web MultiMedia & Web platform:– Cohesive force: integration of content, tools
and activities
– Scalability: effort and exploitation
Telos Language Partner
Telos LanguageStudio.com
A case study
Blended Language LearningBlended Language LearningPrinciples, concepts and experiencesPrinciples, concepts and experiences
University of Bern, Department of English
14 April 2003
Prof Dr Kurt Kohn
Chair of Applied English Linguistics, University of Tübingen
Steinbeis Transfer Center Language Training & Communication
[email protected]://www.teloslearning.com
A Case Study A Case Study on Blended Language Learningon Blended Language Learning
Focus is on self-study activities with the CD ROM “Executive English - Marketing” by McGraw-Hill Lifetime Learning:
• explorative video exercises• marketing vocabulary• dialogue practice.
In the overall course context, further learning and tutoring options are available:• additional online exercises• discussion forum• chat• classroom meetings
Duration&effort: 8 weeks / 5 hours per week = 40 hours. continue
A Case StudyA Case StudyOverview of Learning OptionsOverview of Learning Options
ExecutiveExecutiveEnglishEnglish
McGraw-Hill Lifetime Learning
Grammarexercises
online
Self-study CD ROM
Discussion forum
Chat sessions
Bonus exercises
online Classroom teaching
continue
A Case StudyA Case StudyEvaluation Results 1Evaluation Results 1
During the pilot phase, 16 students took part in the course. It was judged as "good" or "very good" without any exception. The following aspects were regarded as especially positive:
• the diversified learning concept
• the variety and quality of the multimedia learning materials
• the dialogue exercises on the CD-ROM
• the new learning experience with the chat
• the possibility to direct one's own learning process and the flexibility of time and space
• the communication contact with other participants.
On the whole, adjusting to this new form of course was judged as unproblematic. The learners had a lot of fun, and all of them would take part in a similar course again, or recommend it to other students.
continue
A Case StudyA Case StudyEvaluation Results 2Evaluation Results 2
There were also negative points: particularly technical problems
were mentioned as being time-consuming and therefore
frustrating; the work-load was found to be (too) high; the
possibility of self-organisation bore the risk of "shallow" learning
activities, and there were also motivation problems.
The frequently expressed desire for more classroom phases fits
into this picture. It underlines once more that giving learners
enough room to move is by far not enough to ensure successful
autonomous learning.
Autonomous learning must be supported and made possible by
suitable measures in the sense of "guided autonomy". Here, the
classroom phases are of crucial importance. If they are reduced,
other ways of guidance must be found. Further empirical studies
are needed.
continue
A Case StudyA Case StudyEvaluation Results 3Evaluation Results 3
All in all, the pilot course was quite successful. It demonstrated
that
autonomous language learning can be encouraged
and facilitated in a Blended Learning environment;
tutors can further optimize their "local" teaching
activities by combining them with learning resources and
communication tools "globally" available on the Web.
Back to MM & Web solutions overview
Fish on dry ground!
It would be wrong to ignore all those good MM & eLearning Tools and contents that are available - but more often than not they just are like
There is not enough water for our fishes to swim and to grow and to flourish.
continue
The Telos LanguageStudio
• Our experience: web-based language learning solutions will only be used successfully if they
– can be seamlessly combined with tried & tested traditional learning & teaching approaches in pedagogically relevant ways;
– have a high added-value at low additional costs.
• Our strategy for learners and teachers is geared to meet both requirements:
– Language learning modules for communication-oriented learning activities,
– Authoring tools for adapting learning materials to individual learning needs,
– Realistic membership feescontinue
Telos Language PartnerTelos Language Partner (TLP Pro) (TLP Pro)
TLP Pro combines communication-oriented interactive self-study activities with intuitive authoring functions.
Learning Mode Editing Mode
TLP WebConverter
The Learning Mode supports a wide range of task formats from written and oral comprehension and production (with video, tests and dialogues) to grammar and vocabulary practice.
The Editing Mode enables tutors to create their own learning packages customized to the needs of their learners. Learners use the Editing Mode in explorative learning contexts
The TLP WebConverter supports easy and straightforward transformation of TLP learning & testing packages into online modules.
continueBack to MM & Web solutions overview
TLP Learning Mode TLP Learning Mode Exercises with video situationsExercises with video situations
Video template
A video template is used for playing a video clip, which may be supported by a transcript.
If the transcript is activated, a running highlight indicates the position in the video.
Highlighted passages can be recorded and learners can compare their pronunciation with the model.
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TLP Learning Mode TLP Learning Mode Exercises with dialoguesExercises with dialogues
Dialogue template with situation picture
Two dialogue templates support a flexible combination of dialogue-based listening, speaking, reading and writing exercises.
Learners can listen to the whole dialogue or to individual speaker turns.
If the dialogue transcript is hidden, listening and writing activities can be combined to simulate a dictation situation.
To check the result, the transcript can be made visible above the dialogue field.
The dialogue can be recorded with or without the support of the transcript.
Pronunciation is checked by comparison with the model.
The learner can also play one of the speaker roles.
Lexical, grammatical and cultural explanations and exercises can be integrated via hyperlinks.
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TLP Learning Mode TLP Learning Mode Comprehension & production of textsComprehension & production of texts
Question and answer template
Production template
Comprehension template
Various text templates combine text, sound and picture data with speaking and writing functions.
They support a variety of text-based comprehension and production exercises: e.g. listening and reading comprehension, writing or translating letters, summaries and reports, answering questions, describing pictures, giving a presentation.
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TLP Learning Mode TLP Learning Mode Linguistic and cultural explanationsLinguistic and cultural explanations
Explanation template with sound
Explanation templates are available with or without picture and sound support.
They are used for lexical, grammatical, pragmatic or cultural contents
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TLP Learning Mode TLP Learning Mode Gap, Drag&Drop, Gap, Drag&Drop, Multiple-ChoiceMultiple-Choice
Gap-fill template
Drag&drop template
Multiple-choice template
Gap-fill, drag&drop and multiple-choice templates support a wide range of classical exercises with or without sound.
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TLP Learning ModeTLP Learning ModeComprehension supportComprehension support
Video template with translation and dictionary
To ensure comprehensibility, learners may be given access to a translation.
This can be activated for individual passages of a video transcript, text or dialogue and is made visible in a separate field.
By clicking on individual words an internal dictionary can be consulted.
The dictionary contains simple bilingual explanations.
It is not intended to replace an external dictionary (e.g. CD ROM or Web).
Back to TLP overview continue
Telos Language PartnerTelos Language PartnerEditing ModeEditing Mode
All learning materials created with TLP Pro are stored as TLP learning packages. In the Editing Mode, these packages are open for further changes and extensions.
The Learning Mode and the Editing Mode are designed as two sides of the same coin.
The main difference is that in the Editing Mode the templates are ‘unlocked’ with the effect that all text, sound, picture and video content can now be modified through the direct insertion of data into the template.
A dialogue exercise, for example, can be adapted by changing the situation picture, the dialogue text, the sound, or the translation.
The empty dialogue template is used to create new dialogues.
Sound is created either through direct recording with a microphone or through implementation of a wav file.
Learning materials can also be imported from existing TLP packages.
Hyperlinks are used to create navigation paths within a package, other TLP packages, to external files (e.g. doc, pdf) or to a web address.
It is also possible to create and implement internal dictionaries.
Dialogue template: Editing Mode
Exercises can be made available either in Practice Format or Test Format. In Test Format learners don’t have access to solutions.
Back to TLP
overview
continue
Telos Language Telos Language PartnerPartner
From offline to onlineFrom offline to online
Dialogue exercise: Web
Dialogue exercise: CD-ROM
With the TLP WebConverter, users can easily create web-compatible multimedia language learning modules.
Learning contents can be selected from an existing TLP learning package according to preference and then converted into html format by a mouse click.
Only sound and video data must be converted separately into RealPlayer format with the RealProducer.
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Telos Language PartnerTelos Language PartnerOnline: Select + FeedbackOnline: Select + Feedback
continue
Telos Language PartnerTelos Language PartnerOnline: Multiple Choice + FeedbackOnline: Multiple Choice + Feedback
continue
Pedagogic DiversityPedagogic Diversity
and .... and ....
and ....
Guided learning in the classroom
Autonomous learning with CD Rom
Autonomous learning with online material
Guided learning via the Internet
VideoChat
Discussion forum
Chat
VoiceChat
Explorative learning with authentic content
continue
Mix it !!Mix it !!
- Blended Language Learning -- Blended Language Learning -
We are witnessing today a dramatic process of pedagogical diversification: in the past we had the book, the cassette and the classroom lessons; today we have the book, the cassette, the classroom lessons AND the CD ROM AND the Internet AND the intranet AND ...
To combine the various methods and technologies of teaching and learning in such a way that their individual strengths contribute to the value of the entire learning process – this is both the "secret" and the challenge of modern, technology-enhanced language learning.
With the New Technologies, the world of teaching and learning will not be less complex – on the contrary, it will be richer and more demanding.
Back to BLL overview