Eric Brewster from Johannes Kepler University Linz gave a presentation about Blended Learning: Key to Skills, Content, and Language Learning Success as part of the online events by expert pool Curriculum development & Course design within EMPOWER.
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Blended Learning: Key to Skills, Content, and Language Learning Success
1. Blended Learning: Key to Skills, Content,
and Language Learning Success
Eric M. Brewster
2. Overview
īĸ Principles and Fundamentals of (e-) Learning and
(e-)Teaching
īĸ Challenges and Design for Curriculum Integration
īĸ MuSSS English 1 & 2 - A Blended Learning Model
īĸ Building Communities of Practice: A Case Study
īĸ Experience and Observations
īĸ Final Thoughts
Dr. Eric M. Brewster
3. Three Principles of Teaching and Learning
īĸ "The acquisition of knowledge is a dynamic and interactive process in which
the learner seeks, discovers and applies learning in real world, problem-
solving situations.â
īĸ "Self-access by definition is an individual path to knowledge, the discovery
of oneâs own limitations, and the chance to break through individual
barriers.â
īĸ âThe goal of teaching is to enable learning to take place.â
-Laurillard (1993). Rethinking University Teaching.
4. Seven Principles â Best Practices
īĸEncourage student-faculty contact
īĸEncourage contact among students
īĸEncourage active learning
īĸGive prompt feedback
īĸEmphasize time on task
īĸCommunicate high expectations
īĸRespect diverse talents and ways of learning
(Chickering & Gamson, 1987)
Dr. Eric M. Brewster
5. Fundamentals of Teaching and Learning
LEARNERS
SKILLS
CONTENT
Learning
Learning
Learning
LANGUAGE in contextby doing
for life Brewster (1995, 2)
Dr. Eric M. Brewster
6. Thoughts on New Technologies
īĸ Support for learning in a more effective way than
conventional classroom instruction
īĸ Support for learning complex content and skills
īĸ Promote and support communities of practice and
participatory, collaborative models of education
īĸ Blended Learning among top 10 trends in education and
training
īĸ Blended Learning to overtake other models of instruction
(Mean, Toyama, Murphy & Baki, 2013, 3-8)
7. The Current Situation at JKU
īĸ20,000 students â campus, commuters
īĸIncreasing numbers of students working
full or part time
īĸNumerous single parents and care givers
īĸCannot leave jobs or families several days
a week to attend F2F classes
īĸRegional orientation
Dr. Eric M. Brewster
8. Working Students at JKU
īĸ82% employed
īĸ19% 1>10 hrs./wk
īĸ35% 11>35 hrs./wk
īĸ27% 36>45 hrs./wk. with a rising tendency
īĸ50% to support themselves and their education
īĸ40% to improve their lifestyle/standard of living
(Batinic, Jodlbauer & Felbinger, 2009)
Dr. Eric M. Brewster
9. Need for Individualization
īĸIncreasing heterogenity and diversity of
students
īĸAge of students increasing
īĸAlternative educational paths
īĸLanguage nouveau differences
īĸReasons for taking up studies
10. The Challenges â
in and outside of the Classroom
īĸUse social and communication skills
īĸUse IT skills
īĸUse language skills
īĸUse content knowledge
īĸWork at a distance; work in a team
īĸSAL
īĸWork across âculturesâ
Dr. Eric M. Brewster
12. MuSSS
Multimedia Studies Service in Social and Economic Sciences
īĸ MuSSS: âbring the campus to the studentâ
īŖ Core courses â Social and Economic Sciences
īĸ blended learning mode
īŖ F2F â regional centers
īŖ Online â MOODLE and Adobe Connect
Dr. Eric M. Brewster
13. The Solution: MuSSS
īĸCourses with no or reduced F2F attendance
īĸCondensed F2F phases
īĸCourses on weekends and during summer months
īĸBlended Learning emphasis and course design
īĸMultimedia support
īĸRegional centers
īĸHalf-semester modules
Dr. Eric M. Brewster
14. Development History
Pilotphase 2008
īŖCurrently 60 % of Curriculum in Business,
Economics, and Social Sciences offered as
MuSSS courses
English
īFirst module WS 09/10
īFirst summer courses 2010
īFirst year long course 2015
Dr. Eric M. Brewster
15. MuSSS Curriculum for English
īĸ Module English 1 :
īŖ Communicative Skills
īŖ Business English 1
ī6 ECTS (150 hrs.)
īĸ Module English 2
īŖ Intercultural Skills and Language Development
īŖ Business English 2
ī6 ECTS (150 hrs.)
Dr. Eric M. Brewster
16. Strategies
īĸOptimize learning environment
īŖPromote willingness to learn English
īŖPromote positive Teacher-Learner attitudes
īĸAwareness of problems in English learning
īŖIncrease self-access and confidence
īĸGroup size
īŖLimit numbers to 24 per course
Dr. Eric M. Brewster
18. BLENDED LEARNING
īĸIntensive work with English in blocked course
meetings
īĸWeekly chat sessions
īĸ1/3 more contact than in traditional courses
īĸSelf-access, self-study tasks, portfolio
20. Design and Support
F2F
Self-studyOnline
īĸ Moodle
īĸ Adobe ConnectŠ
īĸ KuSSS
īĸ Email
īĸ Telephone
----------------------------
īĸ TellMeMoreŠ
īĸ Emmerson, Business Vocabulary Builder,
Macmillian, 2009
21. MuSSS Module Design
īĸ 25 hrs. F2F and Online Chat
īĸ 25 hrs. SAL with TMM
īĸ 25 hrs. Homework, Preparation, Learning Plan
Dr. Eric M. Brewster
F
L
E
X
I
B
L
E
27. Evaluation 1
īĸWeekly chats useful for practice of learned
material/content/language (14/15)
īĸProblems seen with slow connections and waiting on
others less versed in technology (1/15)
īĸ4/15 expressed chat as help to overcome shyness
īĸProblems overcome by activities, reshuffling in group
work, F2F community.
Dr. Eric M. Brewster
28. Evaluation Engl. 2
Ranking from S2014 course, n= 7
F2F and Chats = 1
Self-access tasks (homework, research) = 2
Online exam = 3
Positive feedback on all components
Feeling of contribution of all parts to learning
Feedback highly valued
Dr. Eric M. Brewster
29. Community and Place
īĸLearners and Instructors
īĸGoals and Requirements
īĸAttitudes
īĸCommunity Building Activities
īĸSense of Place
īĸSuccess Factors
Dr. Eric M. Brewster
30. Academic Writing C1
īĸSpecialization in Social and Economic Sciences,
Law
īĸWeekly, F2F, online (set time, asynchronous forum),
ECTS 3
īĸFocus on Process Writing
īĸResearch
īĸFeedback
īĸSupervision
Dr. Eric M. Brewster
31. Task Topics Discussed in Blog
īĸWriting status quo
īĸFinding a topic
īĸWriting a proposal
īĸDeveloping a thesis statement
īĸOutlining
īĸFinding and evaluating resources
īĸReferencing
īĸDrafting
īĸMechanics
īĸPaper to poster
Dr. Eric M. Brewster
32. Evaluation AW
īĸAW Forum blog-Peer Review-F2F feedback
īĸn= 18 from 20
īĸSolutions and language skills development
(14/18)
īĸInteraction (14/18)
īĸFeedback (12/18)
īĸReflection (9/18)
Dr. Eric M. Brewster
33. Project Achievements
īĸ 400+ learners enrolled since WS 2009
īĸ 2 regional centers established
īĸ Summer Schools 2010, 2014-present
īĸ Evaluations 2010 â 2011 â 2014â 2015 to present
īĸ ESIS (European Language Label) certification and award 2013
īĸ Year long program implemented 2015
Dr. Eric M. Brewster
34.
35. Lessons Learned
īĸ Different (e-)Learner and (e-)Teacher demands
īĸ Effective course design - Blended Learning
īĸ Profit for learners: topics, technology, time on task
īĸ Balance and discipline
īĸ Awareness of principles and parameters
Dr. Eric M. Brewster
36. Speaking for Themselves
īĸ R.W., June 21, Chat 14:
īŖ âinterest raising to continue on my own. All components
build a solid base. Nothing can substitute use to learn a
language in a sustainable way.â
īĸ G.G., June 21, Chat 14:
īŖ âamount of things to do, workload adds to effectiveness,
process of recognition, revision, recyclingâ
Dr. Eric M. Brewster
39. Final Thoughts
īĸ F2F and online demand a redefinition of roles for learners and
teachers.
īĸ ICT promotes communicative capabilities, key skills, and
content understanding.
īĸ Self-directed learning is the goal; the path, however, is free to
choose.
Dr. Eric M. Brewster
40. References
īĸ Batinic, B., Jodlbauer, S., and Felbinger, G. (2009). Erhebung zur
Studiensituation an der JKU - 2008. (unpublished project survey report)
Linz: University of Linz.
īĸ Brewster, E. (1995). Vocationally Oriented Language Learning: Problems,
Possibilities, Perspectives. Vienna: BraumÃŧller Verlag.
īĸ Chickering, A. and Gamson, Z. (Eds.). (1987). Seven principles for good
practice in undergraduate education. In: AAHE Bulletin, 38(7), 3-7.
īĸ Laurillard, D. (1993/2002).Rethinking University Education, London:
Routledge.
īĸ Means, B., Toyama, Y., Murphy, R. and Baki, M. (2013, March). The
Effectiveness of Online and Blended Learning: A Meta Analysis of the
Empirical Literature. In: Teachers College Record, Volume 115, 1-47.
Dr. Eric M. Brewster
41. Contact
Dr. Eric M. Brewster
Department of Business Languages and Intercultural Communication
Johannes Kepler University, Linz, Austria
eric.brewster@jku.at
Dr. Eric M. Brewster