19 Nov08  Student Engagement  K Duffner
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,041
On Slideshare
1,039
From Embeds
2
Number of Embeds
1

Actions

Shares
Downloads
2
Comments
0
Likes
0

Embeds 2

http://www.slideshare.net 2

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Student engagement in a multimedia setting Karin Duffner Centre for Excellence in Multimedia Language Learning Forum for Innovation in Teaching and Learning Lunchtime seminar - 19 November 2008
  • 2. Outline of Talk
    • a. Digital labs: the potential & the reality
    • b. Designing pedagogy
    • c. Examples of innovations to enhance student engagement
    CEMLL’s Aim … .exploring pedagogical effectiveness of multimedia language labs.
  • 3.
    • Add pic
    Using classroom management software
  • 4. Staff can use technology to monitor progress Students can raise their “hand” to seek help.
  • 5. Digital Language Labs – the potential
    • Dynamic Teaching Environment
    • a set of tools for:
    • presenting teacher/student screens
    • sharing files & applications
    • accessing information
    • monitoring comprehension
    • secure assessment
    • Multimedia Environment
    • access to variety of media:
    • CD, DVD, media files (digitised)
    • streaming audio, video
    • satellite television
    • WWW sites & communication tools
    • WebCT (University VLE )
    • Teaching Methodology
    • combine the benefits of:
    • computer-assisted learning
    • face-to-face teaching
    • peer interaction plus
    • access to the Multimedia Resource Unit for independent learning
  • 6. Digital Language Labs – the reality
    • CEMLL Survey of UK Higher Education institutions
    • > 70% have access to at least one multimedia language lab
    • However…..
    • existing multimedia labs are not being used to their full potential as state-of-the-art teaching facilities
    • used simply as ordinary classrooms with little or no use being made of the unique technological advantages they offer
    • … ..absence of suitable exemplars
    • of appropriate pedagogy
    Group discussion, CEMLL UK Symposium – 16/06/‘08 We don’t know what to do with them! Help!
  • 7. Need for Pedagogical Design
    • Perhaps it is not
    • “ the particular delivery technology….rather, the design of the course that determines the effectiveness of the learning”
    • (Rovai, 2002)
  • 8. Design: in search of a model
    • Conversational framework – Laurillard (1997, 2002)
    • E-Moderating model – Salmon (2000)
    • Taxonomy of educational objectives – Bloom (1956)
    • Seven principles for good practice in undergraduate education – Chickering & Gamson (1986)
    • Four views - Bransford, Brown and Cocking (1999)
    • The process of learning model – Laird (1985)
    • […many more…Mayer (2001), Biggs (1999), Collis (1999), Conole & Fill (2005)…….]
  • 9. The process of learning model Laird (1985) educator
  • 10. Key Projects Plan Implement Monitor Evaluate Revise Plan for subsequent implementation
    • Teaching for Transition
    • Task-based Learning
    • Irish Pronunciation
    • French Translation
    • Supporting the Year Abroad
    • Interactive Interpreting
    Cyclical Framework “ different learning outcomes are best learned through particular types of learning activities” ( Prensky, 2000)
  • 11. Some multimedia resources used WebCT Vista University VLE to support course management Hot Potatoes web-based exercises, multiple choice tests CALL software (s/w) language specific programs, electronic dictionaries editing & recording s/w audio e.g. Audacity video e.g. Windows Movie Maker playback s/w Windows Media Player, RealPlayer online tools & resources freesurvey tools, wiki, websites, YouTube Camtasia screen capturing software SONY Soloist / SCVR audio comparative recording, lesson editing software suitable for interpreting classroom management s/w e.g. Sony Virtuoso, SmartClass Visual Interface
  • 12. 1. Teaching for transition
    • Digital tools
    • WebCT: computerised tests
    • Hot Potatoes exercises
    • CALL software
    •  to diagnose strengths / weaknesses &
    • to assess prior knowledge
    • to note ability levels & monitor progress
    • to enhance learning, provide variety,
      • to acknowledge different learning styles
    • Aims:
    • To aid the transition between school and university
    • To enhance student awareness of weaknesses in grammar
  • 13.  
  • 14. Reaction of students
    • Positive feedback
      • 70% of respondents felt technology made positive contribution to learning grammar
      • students wanted more exercises, especially those available online
    • Motivational Value - diagnostics test revealed their weaknesses
    “ I think that Hot Potatoes was an excellent way to learn main grammar points” “… like the way you have to keep working before you are given a clue or answer”
  • 15. 2. Task-based learning
    • Aims: Language Acquisition
    • investigate use of technology in oral classes using TBL approach
    • increase student participation in conversation classes
    Hot Potatoes students create crosswords for each other - > fun, friendly competition Audio editing & recording students record their voices, interview peers - > encourages self-evaluation & monitoring Online survey tool students develop & complete surveys in class - > immediate language focus, sense of ownership Video- jigsaw students sequence video clips in correct order - > opportunity for negotiation, discussion, collaboration Video-dubbing students summarise story in own words - > help student find own voice, authentic materials used
  • 16. Role of Multimedia in Languages
    • inherent interactivity -> rich collaborative activities, student-led
    • SLA methodology currently favours knowledge construction
    • project/task-based learning - the real forte of digital media & technology enhanced tools
    • learners engage in the creation of “comprehensible output” (Swain)
    … language study requires intensive interaction . ..and access to advanced educational technology (e.g. audio, video, multi-media & computing facilities). www.qaa.ac.uk Multimedia capabilities…..enable the profession to incorporate much needed sociolinguistic authenticity into the L2 classroom. (Meunier,’94).
  • 17. 3. Irish pronunciation
    • Digital tools
    • Audacity: voice recording
    • WebCT: portfolio of recordings
    • PowerPoint notes
    • U. of Iowa animated website
    • Use of “authentic” audio / video
    • (TG4, Radió na Gaeltachta)
    • to self-evaluate, for teacher to assess
    • to monitor process/product, set own goals
    • to support learning
    • to understand theory behind phonetics
    • to recognise pronunciation, provide variety, acknowledge different learning styles, experience community of practice
    • Aims:
    • to adopt a dynamic solution to teaching Irish pronunciation
    • to develop resources for use with students
  • 18. Students’ comments
    •  access issues
    •  eye strain
    •  intense!
    •  can be impersonal
    • need for balance (non-computer related activities)
    •  teaching material easily visible
    •  resources readily available
    • immediacy of activity
    • seamless integration
    •  allows individualised instruction, 1:1
    •  efficient use of class-time
    • independent learning, greater autonomy
    • increases IT literacy
    •  presents subject in modern way
    Likes Dislikes
  • 19. 4. French translation
    • Digital tools
    • WebCT: translation activities
    • online reflective log
    • Wiki: group translation tasks
    • Video-editing software: subtitling
    • Electronic dictionaries
    • Web-based resources
    • to assess ability
    • to self-evaluate, develop awareness
    • to collaborate, to peer-review
    • to provide applied context for translation
    • to provide lexical support
    • to compare standards of translations
    Aim: to provide a flexible, student-centered approach to teaching translation skills in a second year French translation module
  • 20. Example of activity - wiki
    • Collaborative translation work
    • Comment on translations
    • Archived access to translations over semester
    • Selective Release of information / exemplary model translation
      • “ I felt that the class demonstrated the subtleties of the meaning of words. I began to see how the choice of word is not necessarily what it looks like in English”
    “ Checking related websites helped me understand the context and get a feel for the language” “ Very helpful, I have realised it is important to look at different dictionaries to find the correct word to use.”
  • 21. 5. Year Abroad Support
    • Innovations in development
    • Pedagogical need: adequate preparation prior to trip, maintain contact with University & encourage reflection while abroad -> need for centralised communication platform
    • Aim: To facilitate student learning and pastoral support online
        • Support/administrative materials on WebCT
        • Pastoral meetings via synchronous chat tools
        • Completion of online assessments
        • Development of online e-portfolio of information on year abroad destinations
        • Use of multimedia lab technologies for year abroad preparation classes
  • 22. 6. Interactive Interpreting
    • Innovations in development
    • Pedagogical need : skilled area, lots of practice & repeated testing required -> need for digitised content & regular access to materials, also ease of capture of student work
    • Aim: To provide support materials to encourage student interpreting practice beyond the classroom
        • Banks of listening dialogues (in mp3 format) available on WebCT
        • Access to interpreting transcripts for self-assessment
        • Self-practice tools (Wimba) for students to practice and self-assess/tutor to monitor
  • 23. Progress
    • At University of Ulster
    • Labs heavily-used for teaching, both in Coleraine and Magee
    • Multimedia Resource Unit frequented by languages and media students
    • More languages staff adopting aspects of technology in their teaching
    • Positive student attitude, evidence of increased motivation and engagement
    • Approaches commended by external examiners, noted in Revalidation
    • Multimedia approaches embedded in course structure
    • Nationally
    • CEMLL dissemination events in UK well-attended and received, growing momentum and recognition
    • Increasing interest in CEMLL Multimedia Lab Teaching Award
    • Establishment of network of practitioners
    • Collaborative venture to produce a Good Practice Guide
  • 24. Issues
    • Practical
    • timetabling
    • access for staff & students
    • safe environment to practice, prepare materials
    • staff turnover / skills development
    • Technical
    • server management issues
    • software incompatibilities
    • lab maintenance / updates
    • security
    • copyright
    • Pedagogical
    • time: (sourcing appropriate tools, developing materials, devising methodology, evaluating)
    • aligning aims: (teaching goals/student assessment/ institutional practices/ evaluation)
    • dissemination (examples, getting the word out there)
    • changing practice / exploiting technology
  • 25. Future Plans
    • Multimedia Lab Teaching Awards
    • Good Practice Guide
    • Languages Workshops - Coleraine, 20 th Jan. ’09 & Magee, 21 st Jan. ’09
    • Launch of new multimedia language lab - Belfast campus, 22 nd Jan ‘09
    • CEMLL pre-conference workshops - at the Subject Centre e-Learning Symposium ’09, University of Southampton, 29 th Jan ’09
    • 3 rd CEMLL Symposium - Belfast, September ‘09
    • Thank you very much for listening
    • http://cemll.ulster.ac.uk
  • 26. References
    • Bloom, Benjamin S. (editor). 1956.Taxonomy of educational objectives: Book 1, Cognitive domain. New York: Longman.
    • [http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/BibliographyLiteracy/Bloom1956.htm]
    • Bransford, J., Brown A., & Cocking, R. (1999) How people learn: brain, mind experiences and school. Washington, DC: National Academy Press.
    • CEMLL report (2008) [online] Report on Multimedia Language Learning in Higher Education in the UK. [ http:///www.cemll.ulster.ac.uk ]
    • Chickering, A. & Gamson, Z. (1986) Seven Principles for good practice in undergraduate education. The Wingspread Journal , 9 (2) [ http://www.csuhayward.edu/wasc/pdfs/End%20Note.pdf ]
    • Laird D., (1985). Approaches to Training and Development . Reading, Massachusetts: Addison-Wesley.
  • 27. References cont.
    • Laurillard, D. (2002) Rethinking University Teaching: a conversational
    • framework for the effective use of learning technologies. 2nd ed. London:
    • RoutledgeFalmer
    • Meunier, L. (1994) Computer-assisted language instruction and
    • cooperative learning. Applied Language Learning, 5 (2)
    • Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon .
    • NCB University Press, 9 (5)
    • Rovai, A. P. (2002) Building Sense of Community at a Distance.
    • International Review of Research in Open and Distance Learning 3 (1)
    • [ http://www.irrodl.org/content/v3.1/rovai.html ]
    • Salmon, G. Eds. (2000) E-moderating: the key to teaching and learning online. 2nd ed. London: RoutledgeFalmer
    • Swain, M. (1985) Communicative competence: Some roles of
    • comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition . Rowley, MA: Newbury House.
  • 28. Conversational Framework
    • Laurillard http://edutechwiki.unige.ch/en/Laurillard_conversational_framework
  • 29. Seven Principles for Good Practice in Undergraduate Education
    • Chickering & Gamson (1986)
  • 30. Taxonomy of educational objectives
    • Bloom (1956)
    • http://www.learningandteaching.info/learning/bloomtax.htm
  • 31. An Effective Learning Environment
    • learner-centred
    • knowledge-centred
    • assessment-centred
    • community-centred
    • as described by Bransford, Brown & Cocking (1999)
  • 32. E-Moderating model
    • Salmon (2004) 5 stage model of teaching and learning online