1 / 38

Distance Learning & Good Practice in Europe

Distance Learning & Good Practice in Europe. Cor van der Meer Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy. Overview. Mercator Research Centre Distant learning Good practices EduFrysk Conclusion Information and references.

sheila
Download Presentation

Distance Learning & Good Practice in Europe

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Distance Learning & Good Practice in Europe Cor van der Meer Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy Trondheim, September 2010

  2. Overview • Mercator Research Centre • Distant learning • Good practices • EduFrysk • Conclusion • Information and references Trondheim, September 2010

  3. Fryslân in the Netherlands Trondheim, September 2010

  4. Trondheim, September 2010

  5. Frisian language command • 54 % Mothertongue • 94 % Understanding • 74 % Speaking • 65 % Reading • 26 % Writing Trondheim, September 2010

  6. Trondheim, September 2010

  7. Mercator Research Centreactivities • Research • Publications & Databases • Network of Schools • Network of Teacher Training Institutes (forthcoming) • Conferences & seminars Trondheim, September 2010

  8. Fields of research • Added value of multilingualism and multilingual education. • Application of the CEFR and the ELP in Europe. • Informal learning and promotion of reading in families & households. • New technologies; distant language (and culture) learning. Trondheim, September 2010

  9. www.networkofschools.eu Trondheim, September 2010

  10. Distance learning; search for common typology • Aims • Objectives • Approaches • Techniques Trondheim, September 2010

  11. Distance learning: Aims • Classroom / individual • Tutor / teacher supported • Curriculum based / incidental • Subject of teaching Trondheim, September 2010

  12. Distance learning: Objectives • Targets & assessment • Quality • Level of education • Number of pupils • Teacher skills Trondheim, September 2010

  13. Distance learning: Approaches • Concepts • Role of teacher • (Virtual) Communities • Interactive / books • Documentation • Games Trondheim, September 2010

  14. Distance learning: Techniques • Equipment; • VC • E-board • Web • IPod's or mobile’s • Class lay-out • Films / Pdf’s • Resources / costs Trondheim, September 2010

  15. Good practice in design • Developing higher order skills • Developing capacity for self assessment • Fostering motivation • Scaffolding ‘next steps’ • Supporting different learning styles • Creating an authentic learning environment • Creating links in learning activities Trondheim, September 2010

  16. Good practices 1 • Spanish language distance course (pilot) • Pupils in Netherlands, teacher in Salamanca (ISLA, language institute in Spain) • Instruction language English • 2 classes of 15 pupils • VC equipment (without use of E-board) • Homework fia email Trondheim, September 2010

  17. Results & experiences • Pilot works out well (‘just do it’ feeling) • Looking for ways to include E-board • No use of webcams but classical camera • Teacher very positive • Optimal class size: around 10 pupils • Pupils very concentrated (course is not obligatory) Trondheim, September 2010

  18. Good practices 2 • Specialised Mathematics course • In Breukelen and Sneek, the Netherlands • Both schools use Electronic Learning Environment (ELO) • One teacher involved • Use of (connected) E-boards Trondheim, September 2010

  19. Results & experiences • In the beginning more preparation time for the teacher • Concern for pupils’ differences in level of knowledge • Pupils get easy and enough attention • Pupils like to see the teacher and E-board Trondheim, September 2010

  20. Good practices 3 • Frisian language lessons, simultaneously at three schools • in Sneek, Koudum and Balk, Fryslân • one teacher • use of VC + E-board • small numbers of pupils Trondheim, September 2010

  21. Results & experiences • Takes a bit more preparation time for the teacher, structure is important • Class lay-out is important (U/V) • Possibilities to zoom in on teacher and pupils • Tests show equal results compared with traditional teaching methods Trondheim, September 2010

  22. Good practices 4 • Welsh Video Network • National network for video conferencing • For students and teachers • Online Welsh – English education • In bilingual and Welsh medium schools • Second and third level education Trondheim, September 2010

  23. Trondheim, September 2010

  24. Good practices 5 • Weblectures • Effective as additional method • Easy sharing • Need for pedagogical & didactical support Trondheim, September 2010

  25. Good practices 6 • Edufrysk, E-learning tool developed in Friesland • Provincial government policy • For learning Frisian language (& culture) • Age group 16+ • For all levels • Dutch as medium of instruction Trondheim, September 2010

  26. Trondheim, September 2010

  27. Trondheim, September 2010

  28. Structure • Language & culture learning through: • Text (according interest) • Music / songs • Poetry • Games Trondheim, September 2010

  29. Defined user groups • General interested public (30-40 years) • New students • Students, already following course in Frisian • Teachers • Young people • Root seekers • Expert groups • Language fanatics Trondheim, September 2010

  30. Features • Personal profiles • Virtual communities • Expert groups • Podcasts • Possibilities for software conversion to other (minority) languages Trondheim, September 2010

  31. Experiences sofar • Successful • Quick learning • Learning strategy is intuitive and analytical • Low demand for exams or certificates Trondheim, September 2010

  32. Research and templates project • CETL – UCL, Development of templates for tutor-supported distance-learning language courses • Comparison between Japan, Poland, Netherlands and England • Study of learning concepts • Do’s and don’ts • Report due in the end of 2010 Trondheim, September 2010

  33. Conclusion • A great variety in types of distance learning • E-learning, an endless development! • A need for didactical / pedagogical support • Focus on assessment and methodology • A growing interest but still a limited number of projects among minority languages • The internet creates opportunities for learning and preservation of languages Trondheim, September 2010

  34. Cooperation Trondheim, September 2010

  35. Trondheim, September 2010

  36. Important links • European Union (Comenius Grundtvig) • http://ec.europa.eu/education/trainingdatabase/ • More links available on copy Trondheim, September 2010

  37. Bibliography • EduFrysk, Frysk en Frij (de Vries, 2009) • Social Networking and learning (Weller 2007, Mason & Rennie, 2008) • E-learning, Concepts and Practice (Holmes and Gardner, 2008) • Relation Educators and Learners (Mason & Rennie, 2008) • Teacher on distance (Surfnet/Kennisnet Innovatieprogramme, 2010, NL) Trondheim, September 2010

  38. Tusen takk / Thank you / Tankewol Cor van der Meer cvdmeer@fryske-akademy.nl Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy www.mercator-research.eu Trondheim, September 2010

More Related