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19 Nov08 Student Engagement K Duffner


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19 Nov 2008
Student Engagement
K Duffner

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19 Nov08 Student Engagement K Duffner

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