Uploaded byMark Brown
Classifying the Irish 101 LMOOC
This document discusses the classification of the Irish 101 MOOC, which aims to teach beginner Irish language skills to a global audience. The summary discusses: 1) The background of language MOOCs, which are still a relatively new concept dominated by English and Spanish courses. 2) The unique context of Irish 101 as part of Ireland's national commemoration program, aimed at the global Irish diaspora. 3) How Irish 101 can be categorized based on Conole's framework, including its open, massive, diverse, and collaborative nature while also addressing challenges in areas like multimedia, pathways, and certification.
More Related Content
Similar to Classifying the Irish 101 LMOOC
Classifying the Irish 101 LMOOC
- 1. Classifying the Irish101 LMOOC Mairéad NIC GIOLLA MHICHÍL, Mark BROWN, Eamon COSTELLO, Enda DONLON, Collette KIRWAN, Clare GORMLEY, Colm Ó CIARDÚBHÁIN. Graz, Austria 24th Feburary, 2016
- 2. National Institute forDigital Learning
- 5. Outline… 1. Background toLMOOCs 2. Unique Context of Irish 101 3. Categorisation of Irish 101
- 6. 1. Background toLMOOCs
- 7. 1. Background toLMOOCs • CALL has a long history • CALL remains on the periphery of traditional practice • Not surprising slower to engage in MOOCs as a disciplinary area
- 8. 1. Background toLMOOCs LMOOC is neonatal… (Sokolik, 2014)
- 9. 1. Background toLMOOCs LMOOC space… 2014 = 26 - Bárcena and Martín-Monje (2014) 2015 = 46 - Research Team
- 10. 1. Background toLMOOCs • Dominated… – Small but increasing number of LMOOCs – Global languages: ENGLISH, SPANISH, with more Chinese MOOCs coming on stream – Mainly Ab initio courses – Example ENGLISH MOOCS can be divided into… • Majority Ab Initio • Small minority targeting Intermediate learners • Tiny fraction aimed at English in specific purposes i.e. business domains, etc
- 11. 1. Background toLMOOCs https://about.futurelearn.com/press-releases/futurelearn-delivers-the-largest-mooc-ever-as-nearly-400000-learners-convene-for-english-language-learning/
- 12. 1. Background toLMOOCs • Descriptions of LMOOCs imply… – Transmission or xMOOC approach – Some assert facilitation of collaborative learning • Language learning viewed as active needing the development of both: – Knowledge – Skills • Traditional practice suggests language classrooms should not scale! – Massive in MOOC is an issue
- 13. 1. Background toLMOOCs • Not just about xMOOC or cMOOC • LMOOC should engage an action- oriented approach to language learning Challenge for LMOOCs…
- 14. 2. Unique Contextof Irish 101
- 15. 2. Unique Contextof Irish 101 Part of Irish State’s National Commemorative Programme 2016
- 16. 2. Unique Contextof Irish 101
- 17. 2. Unique Contextof Irish 101 • Part-Funded ‘Department of Arts, Heritage and the Gaeltacht’ • Fiontar – multi-disciplinary Irish Medium Academic School • National Institute for Digital Learning (NIDL)
- 18. Aimed at GlobalIrish Diaspora 2. Unique Context of Irish 101 Tweets in Irish - #Gaeilge
- 19. 2. Unique Contextof Irish 101 • Irish language – ab initio or beginner language learners – Focus on oral language slkills – 1 ECTS (25 hours) – Launch in Autumn 2016 Irish 101 MOOC…
- 20. 2. Unique Contextof Irish 101
- 21. 2. Unique Contextof Irish 101
- 22. 3. Categorisation ofIrish 101
- 23. 3. Categorisation ofIrish 101 Classification… (Conole, 2014)
- 24. 3. Categorisation ofIrish 101 • Broad ranging focusing on 12 distinct areas • Useful to explore and evaluate the technical, pedagogical and institutional aspects • Also helps to outline limitations Classification…
- 25. 3. Categorisation ofIrish 101 Open… • Selection of an institutional MOOC platform concurrent process • Use of a lo-fidelity design model for the MOOC as the platform is being developed • Opportunity to feed into selection process
- 26. 3. Categorisation ofIrish 101 Massive… • Number of participants based on perspective demand but limited to available resources • Agreeing participant numbers an important step (i.e. initial registrations vs. active participants) • Massive not restricted to traditional language class sizes in forums etc.
- 27. 3. Categorisation ofIrish 101 Diverse… • Homogenous population with specific interest in Irish language and culture • Diversity goes beyond geographical location • Diversity in learning approaches – Participant-Content Interactions – Participant-Participant Interactions – Participant-Facilitator Interactions
- 28. 3. Categorisation ofIrish 101 Multimedia… • Bespoke learning objects – difficulties with specific software and platform: – Requiring significant work arounds – Effecting interactivity due computing demands and potential of cohort of learners stressing the platform – Issue of maintaining learners within the platform and not breaking out to other social media tools or platforms – Open source tools being used to support synchronous and asynchronous communication
- 29. 3. Categorisation ofIrish 101 Communication… • Facilitated using social media and platform specific tools • Discussion forum non-thematically threaded for navigational and engagement • Feedforward strategies in learning objects • Responses to limited number of learner comments • Audio and video upload restrictions under consideration
- 30. 3. Categorisation ofIrish 101 Collaboration… • Tasks designed to support and promote peer-collaboration • Tasks are designed to build on engagement and encourage collaboration • Limited language ability emphasis on social interaction
- 31. 3. Categorisation ofIrish 101 Reflection… • Included to a limited degree • Comments on an open blog within the LMOOC • Reflections will be linked to learning objects and interactions with peers
- 32. 3. Categorisation ofIrish 101 Learning Pathways… • Limited language proficiency influence the number and breadth of pathways (i.e. certain amount of language needed to progress) • Clear signposts within LMOOC to encourage participants to engage in meaningful and simple interactions with each other
- 33. 3. Categorisation ofIrish 101 Quality Assurance… • Design of learning objects subject to formal and technical review process • Learning objects benchmarked to CEFR • LMOOC undergoing rigorous usability testing – Iterative design of LMOOC, learning objects and LMOOC structure
- 34. 3. Categorisation ofIrish 101 Certification… • No formal certification at present but this feature to be added • Researching the use of badges as a means of persuasion to encourage engagement and participation • Notion of self-badging also being explored
- 35. 3. Categorisation ofIrish 101 Formal Learning… • No formal links between Irish 101 and associated formal programme • Structure of LMOOC facilitates this based on ECTS and CEFR
- 36. 3. Categorisation ofIrish 101 Autonomy… • Participants will be guided due to limited proficiency • Discussion forums designed to promote light touch moderation and feedback • Participants supported to engage with social media associated with course with minimal facilitation by facilitators
- 37.
- 38. • A uniquebut challenging initiative • Classification useful as it focuses on a range of areas • Useful to break down further – prompts iterative reflection on the various elements Conclusion…
- 39. Irish 101 opensafter formal launch in Autumn 2016…
- 40. Key References… • Bárcena,E. and E. Martín-Monje (2014). Language MOOCs: an Emerging Field. Language MOOCs: Providing Learning, Transcending Boundaries. E. Bárcena and E. Martín-Monje, DE GRUYTER OPEN. • Conole, G. (2014). "A new classification schema for MOOCs." INNOQUAL-International Journal for Innovation and Quality in Learning, 2(5) • Sokolik, M. (2014). What Constitutes an Effective Language MOOC? Language MOOCs: Providing Learning Transcending Boundaries. E. Martín-Monje and E. Bárcena, DeGruyter Open: 16- 32.
- 41. “A prudent questionis one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz mairead.nicgiollamhichil@dcu.ie
- 42.