Combining Advanced Learning Technologies

Combining advanced learning technologiesin an Immigrant Educational Program

Introduction & Background
Ellen Schuurink
Master Psychology
Research & Development Manager @ ITpreneurs
Maartje de Vries
Master Psychology
Researcher User System Interaction @ TU Eindhoven
© ITpreneurs CSI B.V. | www.ITpreneurs.nl
ITpreneurs HeadquartersRotterdam, The Netherlands

R&D
Research topics:
Serious games
Virtual worlds
Mobile learning
E-learning
Digital story telling
Educational television
Development topics:
Integration
Re-integration
Participation

Thuis in Nederlands
Educational program for 2L learners
Integration: the process where the immigrant adapts to the host society and where it is accorded equal rights with the rest of the community
Participation: being part of and taking part in the society.

Civic Integration & Participation

Target group:Classic Ethnic Groups
6
Source: Statics Netherlands, Statline 2008

Target group:New Ethnic Groups
7
Source: Statics Netherlands, Statline 2008

Didactics: andragogical model
Self-concept
Experience
Readiness to learn
Orientation to learning
Motivation to learn

User Centered design
Contextual approach
Test-taking skills
Easy, informal and friendly learning environment
Socialization techniques

Language learning
Meaningful interaction in the target language
Frequency
Learning objective in different contexts

Use of ICT
Some program features
Virtual Neighbourhood
Participation Game
E-learning
Television series
E-coaching
Scenario based learning
Pre and Post Assessments
Practice Exam
Management Dashboard
Participation Measurement Tool
11

Advantage in the use of ICT in L2
12

Teaching Participation?
Individual Level
living alone
health issues
(Doman 2005)
Contextual determinants
presence or absence of organizations
informal social networks
mutual trust
(Lindstrom, Merlo &, Ostergren 2002 )
availability of information is a key component in social inclusion

Measuring Participation
independent with guidance
1. Library
2. GP
3. Dentist
4. Kindergarten
5. Bank
6. .......
1. Family
2. Friends
3. Neighbours
.......
1. Active in the neighborhood
Working
3. ........
community service
Paid work
step 6
Paid work with guidance
social network
step 5
societal network
Unpaid work
step 4
Participation at organized activities
step 3
Social contactsoutdoor
step 2
Isolation
step 1

Small steps
Empowerment
Possibilities
Training skills
Outdoor activities

Motivating - Game
Multi player and single player option
Based on board game
Easy interface
Clear goal
High replay ability

Learning objective
KNS (knowlegde of the Dutch society)
Participation
Example:
New yoga in town.
What do you do?
Don't go
Go alone
Ask your neighbour to join

Motivating – virtual neighbourhood
Awareness
Practicing dialogues
Chat
Research in ESL/EFL classrooms has shown that students’ participation in online chat groups was more equitable and students showed a preference for chat over face-to-face conversation (Kitao & Kitao, 1999)

Buildings
Contextual information
Online agenda of activities in their own neighbourhood
Opening hours
Call for participation/volunteers
Google Maps

Scenario based learning

Future research
Effectiveness
Pass rate exam
Language level
Computer skills
Usability
Participation

Discussiondigital courseware
Effectiveness of the digital courseware
improves quality
improves access to education
reduces the cost of education
improves the cost-effectiveness of education
Effectiveness of blended learning?

Discussion advanced learning technologies
Reason to visit virtual worlds?
Does gaming make learning fun?
How do we integrated and teach with
Wiki’s
YouTube
RSS readers
Etc.

The end
Questions?

Participation (fostering inclusion)
In 2011 80% of all integration courses must lead towards participation
9/30/2009
25

Challenges & Solutions
9/30/2009
26

E-coach
27

Research 2009 – Usability & SatisfactionITpreneurs
Participants: 56
Target Group
Trainers
Learners
Administrators
Programs
NAHW, TIN, KVDS

Learners Results
9/30/2009
29