LangMOOC project _EMMA Summer School 2015, Ischia, Italy

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Language Massive Open Online CoursesLangMOOCs www.langmooc.com

Dr Maria PerifanouActive Citizens Partnership, ACP

GREECE

http://www.langmooc.com/

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Language Massive Open Online CoursesLangMOOCs Consortium Action Citizens Partnership (ACP), GR

Sør-Trøndelag University College, HiST, NO

CESIE, ITIberica education group (gGmbH), GE

Community Action Dacorum, UK

LangMOOCs project 3

1st part: MOOCs & Language Learning Research background

2nd part: Intellectual Outputs of the LangMOOC project (Expected outcomes, activities and deliverables)

LangMOOCs project 4

1st part: MOOCs & Language Learning Research background

LangMOOCs project 5

LangMOOCs project 6

Need for MOOLCsLanguage competencies & intercultural skills :

key qualifications for living and working in 21st century

Need for MOOCs related to language education

Web 2.0 participatory, immediate, authentic, engages community

a promising language learning environment

LangMOOCs project 8

Key factors for successful online language Learning courses

learner’s autonomy

social interaction in the target language/exposure

feedback

authentic collaboration building community

LangMOOCs project 9

How to design an efficient Language Learning Environment for MOOLCs?

Are there many MOOLC initiatives that could provide a promising Massive Open Interactive Language Learning Environment (MOILLE)?

Research questions

LangMOOCs project 10


MOILLE FRAMEWORK - Massive Open Interactive Language Learning Environment

CONTENT: Authentic educational resources; Use of multimedia/tech; Variety of activities that promote all basic language skills & support cultural awareness.

PEDAGOGY: Communication (peer-peer, student-teacher, open class community); Collaboration (CL) (group projects, forums etc.); Collective intelligence; Autonomy (Autonomous/Self-paced/SL Learning/Reflection); Engagement-Motivation; Playful/Game based learning; Number of instructors.

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MOILLE FRAMEWORK - Massive Open Interactive Language Learning Environment ASSESSMENT: On going Assessment/ Scaffolding (peer-peer, student-teacher, open, automated) Final Assessment; Evidence-Based improvement (data mining, Analytics); Feedback (comments, reviews).

COMMUNITY: Social Community building as Massive & Open (Social Media – third part tools integration & other tech tools).

TECHNICAL INFRASTRUCTURE: Max number of participants, Platform’s performance, Security, Usability).

FINANCIAL ISSUES: Profit. Charges for Course or Certification/ Accreditation.

RESEARCH METHODOLOGY: STAGES

a) Exploration of current MOOLC initiativesb) Classification of the MOOLC initiatives

according to concrete criteriac) Evaluation of most representative MOOLC

initiatives using the MOILLE frameworkd) Analysis of the results & conclusions

CLASSIFICATION OF THE MOOLC INITIATIVES ACCORDING TO CONCRETE CRITERIA2nd Stage

University/Entity Number of Free of charge language

Courses Language Certification/ Badges/Official credits Fixed time session cMOOC / xMOOC


Research Findings: Current situation of MOOLCs

• 16 MOOC platforms that offer more than 50 free Language Learning courses.

• <1/2 English Language MOOCs

• Great interest for other languages like Arabic, Spanish, Japanese, Chinese etc. (Perifanou & Economides, 2014).

Examples:• German Language MOOC won

the First Prize for the Best MOOC in the Miriada X platform (Castrillo, 2013)

• “I learn” platform (‘Aprendo’/UNED)

2 English courses 78.690 1 German 22.438 students (Read & Rodrigo, 2013).


Issues emerged after exploration & evaluation of current MOOLC initiatives (1)

The use of the “one–to-many” modelLack of communication tools (synchronous & asynchronous)Time zone differencesDifficult teacher’s support to a massive number of studentsDifferent language learners’ profiles (background, language

level, learning needs, learning objectives, learning modes - learn in collaboration or alone or both)

Provide feedback with such an unbalanced teacher-student ratio

Lack of Peer assessment


Issues emerged after exploration & evaluation of current MOOLC initiatives (2)

Main reasons for the big number of dropouts:

Lack of teachers’ support in most cases Different students’ intentions (no intention to

participate, highly interested to participate, lurking etc.)


Practical solutions to MOOLCs’ problems

Use of authentic language materialsVariety of language activitiesVariety of innovative toolsDevelop/choose a learning platform that can:o provide an adaptive way of learning to a big number of

participants.o match also teachers’ profileso provide information about the current status (online/offline) of

learners and teacherso be used in mobile deviceso use analytic tools to support quality of MOOLCs through the

analysis of specific factors


Dynamic interactions betweenparticipants in a MOILLE

Student-Teacher(s)/Student-Student(s)

Teacher-Teacher(s)/Teacher-Student(s)

MOILLE - Authentic Interaction with native speakers


What is mostly important for successful MOOLCs is to:

“create a highly interactive & collaborative learning environment that can support community building not only between peers & teachers but also with native speakers of the target language”

Final conclusions


2nd part: Intellectual outputs LangMOOC project(Expected outcomes, activities and deliverables)


• A1 Report: Review of MOOC experiences01

• A2 Report: MOOCs (goals/tech/asessement)01

• A3 Report: Pedagogical framework01

Intellectual Outputs


• A1 Report: Available language learning MOOCs

02a) Exploration of current MOOCs for language learning

b) Classification of the MOOCs according to concrete criteria

c) Evaluation of most representative MOOCs using the MOOILLE framework

d) Analysis of the results and conclusions



• A1 Lang MOOC toolkit (Version1)03

• A2 Lang MOOC toolkit (Version2)03



• OERs based on Authentic Materials 04

A1 ENGLISH

A2 GREEK

A3 GERMAN

A4 ITALIAN

A5 NORWEGIAN



• Pilot MOOC for Language Learning05

A1 MOOC Platform set up/localisation

A5 ENGLISH Pilot MOOC

A2 GREEK Pilot MOOC

A3 GERMAN Pilot MOOC

A4 ITALIAN Pilot MOOC

A6 NORWEGIAN Pilot MOOC

A7 REPORT _PILOT FEEDBACKA6 Technical video tutorials for MOOC pilots



• A1 Sustainability Plan 06



Maria Perifanou [email protected]

http://mariaperif.wix.com/telresearcher

Thank you all!

mailto:[email protected]



References & ResourcesPerifanou M. & Economides A. (2014). MOOCs for Language Learning: An effort to explore and evaluate the first practices. In Proceedings of the INTED2014 conference held in Valencia, Spain 8-12 March 2014. Full-text Perifanou M. (2014). How to design and evaluate a Massive Open Online Course (MOOC) for Language Learning.In Proceedings of the eLSE14 conference held in Buchurest, Romania, 24-25 April 2014.

o http://elearninginfographics.com/european-moocs-infographic/#sthash.wCL5G0XD.qjtu

o http://pretoria.uoc.es/wpmu/ambitp/2013/05/22/moocs-state-of-the-arto http://media-cache-ec0.pinimg.com/o http://www.edutopia.orgo http://open-it-lab.com/open-content/o http://edutechdebate.org/oer-and-digital-divide/do-open-educational-reso

urces-actually-increase-the-digital-divide/

http://library.iated.org/view/PERIFANOU2014MOO





https://www.academia.edu/7070053/MOOCS_FOR_FOREIGN_LANGUAGE_LEARNING_AN_EFFORT_TO_EXPLORE_AND_EVALUATE_THE_FIRST_PRACTICES

http://proceedings.elseconference.eu/index.php?r=site/index&year=2014&index=papers&vol=13&paper=5fbe9a79861fbd178c8bc51d38942273





http://elearninginfographics.com/european-moocs-infographic/%23sthash.wCL5G0XD.qjtu



http://pretoria.uoc.es/wpmu/ambitp/2013/05/22/moocs-state-of-the-art

http://media-cache-ec0.pinimg.com/

http://www.edutopia.org/

http://open-it-lab.com/open-content/

http://edutechdebate.org/oer-and-digital-divide/do-open-educational-resources-actually-increase-the-digital-divide/



LangMOOC project _EMMA Summer School 2015, Ischia, Italy

Education

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