Blending Moodle for Language Learning

Blending Moodle for Language Learning Thinking differently about language learning

James Scully
Presentation for
Moodle Majlis
18-21October 2008
Language Centre
Sultan Qaboos University

What is blended Learning?
a combination of traditional classroom and out-of-classroom experiences with e-learning activities
face-to-face education,
access to paper resources (handbooks, texts)
multimedia resources (video, audio)
access to electronic information & resources
interactive / communicative
Garrison & Kanuka, 2004

Four Dimensions
Modes of language use learner's linguistic activity
Context learner's context
Course function learner's materials
Locus of control learner's role

Using Language
adopting a framework which does not break down language into individual skills but utilises the context.
look at the language
in context
for what purpose?
Brecht & Walton, 1994
Interpersonal Mode
Interpretive Mode
Presentational Mode

The Modes Described
In the Interpersonal Mode individuals have two-way interactions, perhaps face-to-face, on the telephone, in chat, text or email. This includes some parts of tutorials and peer to peer discussion. It also can be asynchronous in forums.
Interpretive Mode is much more associated with our context of English in an academic setting and involves mostly receptive activities such as listening, reading and viewing in order to understand in the appropriate instructions, topic, context and culture.
In Presentational Mode , very important in an academic context, we have the production of written or spoken language for communication to an audience where contact is not as “personal”. This could include essays, web sites, blogs, wikis, oral presentations, or podcasts.

Course Components
The Complementary Component Course materials offered through e-learning as an alternate mode of delivery.
The Supplementary Component Additional materials and exercises to develop skills required by the course.
The Required Component Assessed elements of courses
The Communicative Component Day to day course communication
Scully, 2006

Academic Context of Moodle Language Activity
High Context Task Based Learning, Problem Based Learning, Case Based Learning A high context task will seem “real” to the language student and duplicate academic behaviour.
Medium Context skill focus with some context Medium context tasks offer a simulation of academic behaviour in an ELT context. ELT specific activities are likely integrated with academic ones.
Low Context reductionist, language unit focus Low context tasks look like language learning, students “know” they are “doing” language, e.g. grammar exercises

Locus of Control Moore & Kearsley, 1996 Garrison & Anderson, 2003 Liu & Chen, 2007

Mode
The Examples
Credit Component and VLE used Task type Context

Interpersonal Mode
Discussion Boards At SQU some English courses have a discussion board which is simply there for students to communicate in English.
Alternatively a topic can be used to elicit opinions.
Supplementary in Moodle Personal communications High Context Credit:

Interpretive Mode Moodle activity structured like class exam. Supplementary in Moodle Practice quiz for exam. Credit: Tom Griep, LANC0600 Science, SQU Low Context

Presentation Mode Credit: English for Agriculture, SQU Complementary in Moodle Listen Note-taking task Use notes in class Medium Context

Interpretive/Presentational Mode The topic is pests. You can have a classroom discussion and add a choice activity to reach a class or course decision! Compulsory in Moodle Reading research, written description and assessment Credit: English for Agriculture at SQU Medium Context

Interpretive/Presentational Mode
In the News: A well blended activity
Read news : RSS feed on Moodle or Internet search or newspapers.
Summarise one item.
Present in Class
Write and Post in forum or glossary
Compulsory in Moodle Reading research, written description, presentation and assessment Credit: English for Agriculture at SQU High Context

Presentational & Interpersonal
Weblogs – blogs
Read useful/relevant blogs to raise interest (Links on VLE)
Explain/discuss/show blog genres (Links on VLE)
P ersonal journal or work diary / social comment / current issue comments
Familiarise self - create own blog (Link from VLE)
Familiarise students with the tools (e.g. lab go-through)‏
Publish (Class creates links page – wiki?)
Updates, comments and replies (x weeks)
Sustain interest in writing – external comments
If you require a protected environment use the Moodle blog. However much of the attraction is that the blog can be seen by others.
Supplementary through Moodle Reading research, regular writing and response High Context Credit: Dudeney & Hockley, 2007

Interpretive Mode Communicative in Moodle Written work on forum, automatic correction, listening & reading information with written exercise Credit: developed using idea by Mark Stevens (AUS). Medium Context

All Modes
Podcasting
Listen to relevant podcasts (linked via VLE)
Podcast genres (classwork)
Introduce podcast subscription
Possible Skills (usually collaborative)
Create scripts (use wikis/paper)
Learn and use recording software – on Moodle!
Upload (As assignment/posting)
Use RSS to notify class
Download others’ podcasts
Comment/evaluate/review
Class podcast links on VLE
Start regular podcast?
Supplementary via VLE Listening and reading research, writing, speech and response High Context Credit: generic task

All Modes
Project Management
Written Instructions for an engineering design project (assignment posting).
E.g. Design a system to deliver ping-pong ball to location.
Work as a team to research the problem.
Team designs and builds delivery system.
Use phone/camera to video solution with commentary.
Post solution video on VLE.
Submit written (online/offline) report.
Compulsory partly in VLE Soft-copy instructions leading to project work, video and written report Credit: developed by Bill Huguelet (SQU). High Context

All Modes Compulsory partly in Moodle Wiki task scheduling, in-class presentation forum posting for review Credit: English for Agriculture (SQU). High Context

Further Short Examples
From an idea by Alicia Cundell (Qatar) Stimulus material on VLE, work submitted via VLE Video w/o sound  Ss write dialogue  Ss perform dialogue audio of movie only  describe scene  compare original
Newscast Read and listen to topic information  Items for previewing on VLE  Class on news  Ss script news item  record podcast  submit to VLE/Podcast site

The Blending Role of Moodle
Integration of activities
Continuation of contact and communication out of class
Increasing use of English in otherwise limited environment
Offering alternative/additional delivery styles
Increasing student-centredness and autonomy
Introducing 21st. Century learning tools

Thanks
My LC colleagues for support
You for listening
Virtually just the beginning!

Blending Moodle for Language Learning

by James Scully on Oct 17, 2008

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