From Paper to Pixels: Design and Delivery of Online Language Courses

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This presentation describes and discusses the setting up of an English language program for postgraduate students, the end product of which was a paperless program. Using the results from a needs-and-means analysis, the aims and objectives for five courses were created. Given their specific nature, it was clear that no off-the-shelf materials were available; thus, the courses had to be created from scratch. In order to address the needs of those unable to attend classes, all materials were housed on Moodle, an open-source learning management system. The initial deficiency in digital content was solved three ways. First, the content creation of the academic reading course relied heavily on the input of the first cohort of students. Second, to kick-start the content creation of the basic courses, two subscription services, EnglishCentral and iKnow! were also harnessed. Third, authentic online video clips featuring native and non-native speakers were carefully selected for the two basic courses. Combined with a local installation of MoodleReader, the online services and media formed the backbone of the self-access course. The benefits and drawbacks of these services will be presented as well as time-saving techniques for rapid student-led content development.

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From Paper to Pixels: Design and Delivery of Online Language Courses

  1. 1. From Paper to Pixels: Design and Delivery of Online Language Courses Dubhgan Hinchey, John Blake and William Holden Paperless: Innovation & Technology in Education 2014 Kanda University of International Studies, Chiba. February 1, 2014
  2. 2. M1-2 Student Needs 40 35 30 25 20 15 10 5 0
  3. 3. Advantages of Going Paperless • specify learning objectives relevant to our students` needs • authentic content; greater interest and motivation • materials & quiz items address specific needs/lacks/wants • 24/7 access to materials via pc, tablet or smartphone • set a steady learning pace that encourages regular study • easily revise, update and introduce new course material • revise quiz items based on analysis of student performance • maintain & share student progress profiles in real time • provide feedback to students on their progress in real time
  4. 4. Introduction to academic reading MS students & PhD candidates Various nationalities Wide range of levels Different specialisms Lack of commonality
  5. 5. Student-created translations • • • • • • • • accountability responsibility publication misappropriation undermine integrity criteria bestow 責任 責任 義務 出版物 悪用 いつのまにか害する 誠実 完全な状態 基準 授ける 傾ける ささげる
  6. 6. Student-created glossaries
  7. 7. Student-analyzed sentence I
  8. 8. Student-analyzed sentence II
  9. 9. Student-created test Thirteen articles had both gift and ghost authors. • Why did the author write the word thirteen rather than the number 13? A total of 156 (19%) of 809 articles met our criteria for honorary authorship… • Which term is equivalent to honorary authorship? Our findings are similar to those of Shapiro et al3 who… • What does et al mean? a. and wife b. and others c. and a colleague
  10. 10. Student-led content creation • • • • • • Provide extremely clear examples Work through examples in class time Write clear guidelines Distribute teacher-created templates Use newly-created materials immediately Improve materials for following cohort
  11. 11. Thank you. Any questions, comments or suggestions?

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