Exploring the affordances of massive open online courses on second languages

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Exploring the affordances of massive open online courses on second languages

  1. 1. Exploring the affordances of Massive Open Online Courses on Second Languages Elena Martín Monje, Elena Bárcena &Timothy Read SO-CALL-ME Research Project, ATLAS Research Group UNED, Spain
  2. 2. Table of contents • Introduction • The MOOC model • “Professional English”: A pioneer MOOC on ESP (English for Specific Purposes) • Conclusions • References
  3. 3. Introduction Formal education Informal education Non- formal education MOOCs
  4. 4. The MOOC model • New culture of sharing: OCW, OER, OEP. • MOOCs: G. Siemens & S.Downes. • Connectivism (Siemens, 2005): – Content offered through a variety of channels. – Learners creating networks. – Construction of meaning through interaction. • MOOC students: pro-active protagonists of their own learning. • Social, collaborative learning: audio-visuals + text, karma- based forums. • Voluntary educational experience, attractive for non- standard students.
  5. 5. The MOOC model: Second Languages • Teacher-student & peer-to-peer communication are means and end. • Unbalanced teacher/student ratio (e.g. 1/5,000 in “Professional English”). • Social (P2P) feedback becomes crucial. • Substantial change in roles. • Complexity of Language Learning: Not much open production and interaction. • Challenge: Implementation of written/oral production and interaction in MOOCs. Course coordinator & curators Facilitators Monitors (students with highest karma) Rest of students
  6. 6. “Professional English”: A pioneer MOOC on ESP “Professional English” in “Professional English” in
  7. 7. “Professional English”: A pioneer MOOC on ESP “Professional English” in Asynchronous oral practice with social feedback “Professional English” in Combination of synchronous and asynchronous oral practice
  8. 8. Conclusions • Key contributions of MOOC “Professional English” – Enhancement of socio-cultural competence (in written forums, oral interaction & P2P feedback). – Coverage of full range of communicative linguistic competences. – Adaptability of MOOC format to language learning. – Innovative proposal for synchronous & asynchronous oral communication.
  9. 9. References • Council of Europe (2001). The European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. • Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(10), 3-9. Retrieved December 17 2012, from http://www.itdl.org/journal/jan_05/jan_05.pdf
  10. 10. emartin@flog.uned.es THANK YOU!

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