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Classifying the Irish 101 LMOOC
Mairéad NIC GIOLLA MHICHÍL,
Mark BROWN, Eamon COSTELLO, Enda DONLON, Collette
KIRWAN, Clar...
National Institute for Digital Learning
Outline…
1. Background to LMOOCs
2. Unique Context of Irish 101
3. Categorisation of Irish 101
1. Background to LMOOCs
1. Background to LMOOCs
• CALL has a long history
• CALL remains on the periphery of
traditional practice
• Not surprising...
1. Background to LMOOCs
LMOOC is neonatal…
(Sokolik, 2014)
1. Background to LMOOCs
LMOOC space…
2014 = 26 - Bárcena and Martín-Monje (2014)
2015 = 46 - Research Team
1. Background to LMOOCs
• Dominated…
– Small but increasing number of LMOOCs
– Global languages: ENGLISH, SPANISH, with mo...
1. Background to LMOOCs
https://about.futurelearn.com/press-releases/futurelearn-delivers-the-largest-mooc-ever-as-nearly-...
1. Background to LMOOCs
• Descriptions of LMOOCs imply…
– Transmission or xMOOC approach
– Some assert facilitation of col...
1. Background to LMOOCs
• Not just about xMOOC or cMOOC
• LMOOC should engage an action-
oriented approach to language lea...
2. Unique Context of Irish 101
2. Unique Context of Irish 101
Part of Irish State’s National
Commemorative Programme 2016
2. Unique Context of Irish 101
2. Unique Context of Irish 101
• Part-Funded ‘Department of Arts, Heritage
and the Gaeltacht’
• Fiontar – multi-disciplina...
Aimed at Global Irish Diaspora
2. Unique Context of Irish 101
Tweets in Irish - #Gaeilge
2. Unique Context of Irish 101
• Irish language
– ab initio or beginner language learners
– Focus on oral language slkills...
2. Unique Context of Irish 101
2. Unique Context of Irish 101
3. Categorisation of Irish 101
3. Categorisation of Irish 101
Classification…
(Conole, 2014)
3. Categorisation of Irish 101
• Broad ranging focusing on 12 distinct
areas
• Useful to explore and evaluate the
technica...
3. Categorisation of Irish 101
Open…
• Selection of an institutional MOOC
platform concurrent process
• Use of a lo-fideli...
3. Categorisation of Irish 101
Massive…
• Number of participants based on perspective
demand but limited to available reso...
3. Categorisation of Irish 101
Diverse…
• Homogenous population with specific
interest in Irish language and culture
• Div...
3. Categorisation of Irish 101
Multimedia…
• Bespoke learning objects – difficulties with
specific software and platform:
...
3. Categorisation of Irish 101
Communication…
• Facilitated using social media and platform specific
tools
• Discussion fo...
3. Categorisation of Irish 101
Collaboration…
• Tasks designed to support and promote
peer-collaboration
• Tasks are desig...
3. Categorisation of Irish 101
Reflection…
• Included to a limited degree
• Comments on an open blog within the
LMOOC
• Re...
3. Categorisation of Irish 101
Learning Pathways…
• Limited language proficiency influence the
number and breadth of pathw...
3. Categorisation of Irish 101
Quality Assurance…
• Design of learning objects subject to formal
and technical review proc...
3. Categorisation of Irish 101
Certification…
• No formal certification at present but this
feature to be added
• Research...
3. Categorisation of Irish 101
Formal Learning…
• No formal links between Irish 101 and
associated formal programme
• Stru...
3. Categorisation of Irish 101
Autonomy…
• Participants will be guided due to limited
proficiency
• Discussion forums desi...
Conclusion…
• A unique but challenging initiative
• Classification useful as it focuses on a
range of areas
• Useful to break down fur...
Irish 101 opens after formal launch in Autumn
2016…
Key References…
• Bárcena, E. and E. Martín-Monje (2014). Language MOOCs: an
Emerging Field. Language MOOCs: Providing Lea...
“A prudent question is one-half of wisdom”
Francis Bacon
http://www.slideshare.net/mbrownz
mairead.nicgiollamhichil@dcu.ie
Go raibh
maith
agaibh!
Classifying the Irish 101 LMOOC
Classifying the Irish 101 LMOOC
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Classifying the Irish 101 LMOOC

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Paper presented at eMOOCs 2016: Stakeholders Summit, Graz, Austria, 24th February, 2016.

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Classifying the Irish 101 LMOOC

  1. 1. Classifying the Irish 101 LMOOC Mairéad NIC GIOLLA MHICHÍL, Mark BROWN, Eamon COSTELLO, Enda DONLON, Collette KIRWAN, Clare GORMLEY, Colm Ó CIARDÚBHÁIN. Graz, Austria 24th Feburary, 2016
  2. 2. National Institute for Digital Learning
  3. 3. Outline… 1. Background to LMOOCs 2. Unique Context of Irish 101 3. Categorisation of Irish 101
  4. 4. 1. Background to LMOOCs
  5. 5. 1. Background to LMOOCs • CALL has a long history • CALL remains on the periphery of traditional practice • Not surprising slower to engage in MOOCs as a disciplinary area
  6. 6. 1. Background to LMOOCs LMOOC is neonatal… (Sokolik, 2014)
  7. 7. 1. Background to LMOOCs LMOOC space… 2014 = 26 - Bárcena and Martín-Monje (2014) 2015 = 46 - Research Team
  8. 8. 1. Background to LMOOCs • 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
  9. 9. 1. Background to LMOOCs https://about.futurelearn.com/press-releases/futurelearn-delivers-the-largest-mooc-ever-as-nearly-400000-learners-convene-for-english-language-learning/
  10. 10. 1. Background to LMOOCs • 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
  11. 11. 1. Background to LMOOCs • Not just about xMOOC or cMOOC • LMOOC should engage an action- oriented approach to language learning Challenge for LMOOCs…
  12. 12. 2. Unique Context of Irish 101
  13. 13. 2. Unique Context of Irish 101 Part of Irish State’s National Commemorative Programme 2016
  14. 14. 2. Unique Context of Irish 101
  15. 15. 2. Unique Context of Irish 101 • Part-Funded ‘Department of Arts, Heritage and the Gaeltacht’ • Fiontar – multi-disciplinary Irish Medium Academic School • National Institute for Digital Learning (NIDL)
  16. 16. Aimed at Global Irish Diaspora 2. Unique Context of Irish 101 Tweets in Irish - #Gaeilge
  17. 17. 2. Unique Context of 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…
  18. 18. 2. Unique Context of Irish 101
  19. 19. 2. Unique Context of Irish 101
  20. 20. 3. Categorisation of Irish 101
  21. 21. 3. Categorisation of Irish 101 Classification… (Conole, 2014)
  22. 22. 3. Categorisation of Irish 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…
  23. 23. 3. Categorisation of Irish 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
  24. 24. 3. Categorisation of Irish 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.
  25. 25. 3. Categorisation of Irish 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
  26. 26. 3. Categorisation of Irish 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
  27. 27. 3. Categorisation of Irish 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
  28. 28. 3. Categorisation of Irish 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
  29. 29. 3. Categorisation of Irish 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
  30. 30. 3. Categorisation of Irish 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
  31. 31. 3. Categorisation of Irish 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
  32. 32. 3. Categorisation of Irish 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
  33. 33. 3. Categorisation of Irish 101 Formal Learning… • No formal links between Irish 101 and associated formal programme • Structure of LMOOC facilitates this based on ECTS and CEFR
  34. 34. 3. Categorisation of Irish 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
  35. 35. Conclusion…
  36. 36. • A unique but 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…
  37. 37. Irish 101 opens after formal launch in Autumn 2016…
  38. 38. 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.
  39. 39. “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz mairead.nicgiollamhichil@dcu.ie
  40. 40. Go raibh maith agaibh!

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