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.

1. Blended Learning: Key to Skills, Content,
and Language Learning Success
Eric M. Brewster

2. Overview
 Principles and Fundamentals of (e-) Learning and
(e-)Teaching
 Challenges and Design for Curriculum Integration
 MuSSS English 1 & 2 - A Blended Learning Model
 Building Communities of Practice: A Case Study
 Experience and Observations
 Final Thoughts
Dr. Eric M. Brewster

3. Three Principles of Teaching and Learning
 "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.“
 "Self-access by definition is an individual path to knowledge, the discovery
of one’s own limitations, and the chance to break through individual
barriers.“
 “The goal of teaching is to enable learning to take place.”
-Laurillard (1993). Rethinking University Teaching.

4. Seven Principles – Best Practices
Encourage student-faculty contact
Encourage contact among students
Encourage active learning
Give prompt feedback
Emphasize time on task
Communicate high expectations
Respect 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
 Support for learning in a more effective way than
conventional classroom instruction
 Support for learning complex content and skills
 Promote and support communities of practice and
participatory, collaborative models of education
 Blended Learning among top 10 trends in education and
training
 Blended Learning to overtake other models of instruction
(Mean, Toyama, Murphy & Baki, 2013, 3-8)

7. The Current Situation at JKU
20,000 students – campus, commuters
Increasing numbers of students working
full or part time
Numerous single parents and care givers
Cannot leave jobs or families several days
a week to attend F2F classes
Regional orientation
Dr. Eric M. Brewster

8. Working Students at JKU
82% employed
19% 1>10 hrs./wk
35% 11>35 hrs./wk
27% 36>45 hrs./wk. with a rising tendency
50% to support themselves and their education
40% to improve their lifestyle/standard of living
(Batinic, Jodlbauer & Felbinger, 2009)
Dr. Eric M. Brewster

9. Need for Individualization
Increasing heterogenity and diversity of
students
Age of students increasing
Alternative educational paths
Language nouveau differences
Reasons for taking up studies

10. The Challenges –
in and outside of the Classroom
Use social and communication skills
Use IT skills
Use language skills
Use content knowledge
Work at a distance; work in a team
SAL
Work across “cultures”
Dr. Eric M. Brewster

11. The Goal
Dr. Eric M. Brewster
SALInteraction
Reflection

12. MuSSS
Multimedia Studies Service in Social and Economic Sciences
 MuSSS: “bring the campus to the student”
 Core courses – Social and Economic Sciences
 blended learning mode
 F2F – regional centers
 Online – MOODLE and Adobe Connect
Dr. Eric M. Brewster

13. The Solution: MuSSS
Courses with no or reduced F2F attendance
Condensed F2F phases
Courses on weekends and during summer months
Blended Learning emphasis and course design
Multimedia support
Regional centers
Half-semester modules
Dr. Eric M. Brewster

14. Development History
Pilotphase 2008
Currently 60 % of Curriculum in Business,
Economics, and Social Sciences offered as
MuSSS courses
English
First module WS 09/10
First summer courses 2010
First year long course 2015
Dr. Eric M. Brewster

15. MuSSS Curriculum for English
 Module English 1 :
 Communicative Skills
 Business English 1
6 ECTS (150 hrs.)
 Module English 2
 Intercultural Skills and Language Development
 Business English 2
6 ECTS (150 hrs.)
Dr. Eric M. Brewster

16. Strategies
Optimize learning environment
Promote willingness to learn English
Promote positive Teacher-Learner attitudes
Awareness of problems in English learning
Increase self-access and confidence
Group size
Limit numbers to 24 per course
Dr. Eric M. Brewster

17. Das Blended Learning Concept 1+1+1= 1
F2F
Self-studyOnline

18. BLENDED LEARNING
Intensive work with English in blocked course
meetings
Weekly chat sessions
1/3 more contact than in traditional courses
Self-access, self-study tasks, portfolio

19. Implementation
F2F
Online chats
Self-study- on and off line

20. Design and Support
F2F
Self-studyOnline
 Moodle
 Adobe Connect©
 KuSSS
 Email
 Telephone
----------------------------
 TellMeMore©
 Emmerson, Business Vocabulary Builder,
Macmillian, 2009

21. MuSSS Module Design
 25 hrs. F2F and Online Chat
 25 hrs. SAL with TMM
 25 hrs. Homework, Preparation, Learning Plan
Dr. Eric M. Brewster
F
L
E
X
I
B
L
E

22. Placement and Self-evaluation
GERS Self-assessment grid
Learning plan
Placement Test TMM
Individual Supervision
Dr. Eric M. Brewster

24. Weekly Chat Sessions
Agenda
Sign-on and system check
Discussion Questions on Identity and Nationality
Tasks for March 23
Sign-off

25. Chat Example

26. Chat Example

27. Evaluation 1
Weekly chats useful for practice of learned
material/content/language (14/15)
Problems seen with slow connections and waiting on
others less versed in technology (1/15)
4/15 expressed chat as help to overcome shyness
Problems 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
Learners and Instructors
Goals and Requirements
Attitudes
Community Building Activities
Sense of Place
Success Factors
Dr. Eric M. Brewster

30. Academic Writing C1
Specialization in Social and Economic Sciences,
Law
Weekly, F2F, online (set time, asynchronous forum),
ECTS 3
Focus on Process Writing
Research
Feedback
Supervision
Dr. Eric M. Brewster

31. Task Topics Discussed in Blog
Writing status quo
Finding a topic
Writing a proposal
Developing a thesis statement
Outlining
Finding and evaluating resources
Referencing
Drafting
Mechanics
Paper to poster
Dr. Eric M. Brewster

32. Evaluation AW
AW Forum blog-Peer Review-F2F feedback
n= 18 from 20
Solutions and language skills development
(14/18)
Interaction (14/18)
Feedback (12/18)
Reflection (9/18)
Dr. Eric M. Brewster

33. Project Achievements
 400+ learners enrolled since WS 2009
 2 regional centers established
 Summer Schools 2010, 2014-present
 Evaluations 2010 – 2011 – 2014– 2015 to present
 ESIS (European Language Label) certification and award 2013
 Year long program implemented 2015
Dr. Eric M. Brewster

35. Lessons Learned
 Different (e-)Learner and (e-)Teacher demands
 Effective course design - Blended Learning
 Profit for learners: topics, technology, time on task
 Balance and discipline
 Awareness of principles and parameters
Dr. Eric M. Brewster

36. Speaking for Themselves
 R.W., June 21, Chat 14:
 “interest raising to continue on my own. All components
build a solid base. Nothing can substitute use to learn a
language in a sustainable way.”
 G.G., June 21, Chat 14:
 “amount of things to do, workload adds to effectiveness,
process of recognition, revision, recycling”
Dr. Eric M. Brewster

37. Speaking for Themselves
"Only the classroom is not enough."
Dr. Eric M. Brewster

38. Final Thoughts

39. Final Thoughts
 F2F and online demand a redefinition of roles for learners and
teachers.
 ICT promotes communicative capabilities, key skills, and
content understanding.
 Self-directed learning is the goal; the path, however, is free to
choose.
Dr. Eric M. Brewster

40. References
 Batinic, B., Jodlbauer, S., and Felbinger, G. (2009). Erhebung zur
Studiensituation an der JKU - 2008. (unpublished project survey report)
Linz: University of Linz.
 Brewster, E. (1995). Vocationally Oriented Language Learning: Problems,
Possibilities, Perspectives. Vienna: Braumüller Verlag.
 Chickering, A. and Gamson, Z. (Eds.). (1987). Seven principles for good
practice in undergraduate education. In: AAHE Bulletin, 38(7), 3-7.
 Laurillard, D. (1993/2002).Rethinking University Education, London:
Routledge.
 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