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Flava workshop 2012

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Many thanks to the BOLDD collaboratory and to the FLAVA attendees!

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Flava workshop 2012

  1. 1. Best Practices & Products inBasic Online Language Learning 2012 FLAVA Pre-Conference Workshop October 4 Strand D 3:15-4:30 General Lonstreet’s Redoubt
  2. 2. Basic online language learning shouldn’t look like this!
  3. 3. then again, not entirely like this, either!
  4. 4. Our itineraryIntroductory remarksCurrent online programs, tools, languages: selecting thebest fit for the overall goals and learning objectives.Foundational design and delivery considerationsTeacher training and learner preparationImplementation issues and (debunking mis)perceptions
  5. 5. Introductory commentsWhy is online language learning important to us?Some factoids:✓ Over 90% of HEI offer Internet courses (JOLT 2011)✓ "More public colleges than private for-profits—74.9 percent versus 60.5 percent—say it’s part of their long-term plans." CHE, 2010✓ At CCs in 2010, "Campuses reported a 22 percent increase for distance education enrollments" which is "substantially higher" than overall national post-secondary rates. Rate of growth in online learning and 6.6% in FL enrollments (MLA 2010)✓ CALL explosion in online T&L: BOLDD Collaboratory, CARLA Ning, NFLC survey, COERLL online materials (see: CHE 11/2011)
  6. 6. poses general challengesbecause . . . o it may be (mis)construed as an easy cashcow that allows educating without real faculty; o ads show learners learning online while asleep or while working, raising a family, and/or partying full time.
  7. 7. teaching & learning posesspecific challengesbecause . . .o the loss of some channels of meaningful input complicates/increases the foreignness of the new language for the novice learner;o learners are often also novices at learning strategies and effective practices;o pre-ordained, highly structured delivery mechanisms might not always correctly address individual learner needs and differences;o technical/technological issues for schools, teachers, and students (FYI digital natives are NOT all that e-competent).
  8. 8. Current online programs, tools,languages: selecting the best fit foryour program Programs Tools What’s available in which languages Selecting based on your program
  9. 9. Completely onlinecourses or programsSpanish: UMich Sp103www.rosettastone.comFrench : CMU OLI, UTx, mine @VCUGerman: UPenn, Hauptstrasse 117LCTL and Critical languages: CCTV Chinese,Dutch (see MERLOT)Commercial : Rosetta Stone, TellMeMore,Live Mocha, LingQ, DuoLingo
  10. 10. Partial Programs & ResourcesVista Higher Learning Web SAMPearson MyLanguageLabsAn increasing number of mobile apps Babbel, BusuuMERLOT.org for peer reviewed materialsBBC, France 24/7, Deutsche Welle, &googling!
  11. 11. Choosing online as amode of FLE deliveryFirst and foremost, why does your institutionwant to offer online language learning?
  12. 12. The underlying reason(s) forlooking to online instruction What are the overaching reasons for offering an online basic language learning course or program ? Save money? Offer ‘other’ languages? Compensate for not having a teacher (or enough teachers)? Offer flexible learning times, modes of delivery? Deliver learning the way 21st century learners like it?
  13. 13. Some responses...... a good, standards based, communicative online course may actuallycost more and costs do not diminish over time.... there are many languages, but there still need to be ‘live’ teachers andreal communication.... there still need to be live teachers....... although time and space is flexible, there still must be learning objectivesmet and progress made: learning in bed, asleep, is not possible even if oneis a hard-working, full time professional trying to earn a degree.... definitely can optimize digital media, constructivist and active learning,and social media interactions with peers and native interlocutors.
  14. 14. Design issuesIs your institution and are you ready to offer onlinecourses?Is the technology backbone robust enough to deliveronline materials?Where will the students be? If on campus, is theinfrastructure robust and ubiquitous enough?If they are to learn at home, do they have sufficientlyperformative technology and skills?
  15. 15. Design: start here!Synchronous, asynchronous or both? (includes decisionsabout in a regular semester; an autonomous, self-pacedenvironment; credit-bearing; developmental; other)Platform: your LMS, social media, a blend, an availableonline package? (grading, credit, accreditation) Location: within the language program, in a separate onlineeducation sector, otherNumbers: how many learners are you talking about?
  16. 16. Heart & Soul of an effective online language course Basing T&L on the 5C’s; guiding learning within appropriate proficiency (CEFR) levels; & using active, communicative, differentiated strategies. Recognizing and compensating for the loss of face-to- face communicational channels. Creating community, engagement, risk-taking (all the while exercising safe-hex!) thanks to the online environment.
  17. 17. Teacher Preparation
  18. 18. Teacher PreparationTeaching online is a learned skillNew teacher behaviors include but are not limited to:• realizing that teaching online is not simply mapping a traditional approach on to an online environment• learning to allow students room to grow, make errors, but being available to them for input, correction...• learning to build community• the same goals apply i.e. content knowledge, skill getting (the 4 skills at expected proficiency levels)...
  19. 19. Teacher Preparation Instructor/facilitator profiles and habitsIllinois Online NetworkPenn State online offers a profiler!SUNY, too, offers a personal review of readiness/styleGood habits:CALICO/ACTFL(regional)/IALLT(regional) /other WorkshopsMarlene Johnshoys NingJoining or creating a collective.
  20. 20. Learner Preparation
  21. 21. Learner PreparationStudent success rates in online learning:CHE 5/2011 " only 50 per cent—as opposed to 70-to-75 percent for comparable face-to-face successfully complete their courses.• Over 20% more students withdraw from online courses than from f2f at community colleges where e-learning is ubiquitous and accelerating.• Couple regular online learning success/failure rates to the complication of onlined-ness + novice low/mid/high reading, writing, listening and speaking proficiency levels + the lack of visual/sensory cueing active in the f2f environment+ student attitude/(bad)habits of doing online work whenever=recipe for disaster.
  22. 22. Learner Preparation• Qualities & habits of the successful online learner in general:• Autonomous, a.k.a., self-directed• Collaborative and willing to buddy-up with other online learners in your class• Motivated• Computer literate and excited to acquire more and better computer skills• Able to use email, an internet browser, online programs• Able to read and write online (good typing skills help a lot)• Curious and eager to learn new things• Focused and task-oriented• Independent but also willing to ask for help before its too late!!
  23. 23. ImplementationADDIE model
  24. 24. Questions? Comments? kmurphyj@me.com

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