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Eurocall Conference Granada September 4-7, 2006 Large scale implementation of blended language learning environments (BL

Eurocall Conference Granada September 4-7, 2006 Large scale implementation of blended language learning environments (BLLE) Alessandra Corda, Petra Heck Universiteit Leiden / Tilburg University General background

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Eurocall Conference Granada September 4-7, 2006 Large scale implementation of blended language learning environments (BL

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  1. Eurocall Conference • Granada • September 4-7, 2006 • Large scale implementation of blended language learning environments • (BLLE) • Alessandra Corda, Petra Heck • Universiteit Leiden / Tilburg University

  2. General background • English: language of instruction in almost all MA courses in the Netherlands (from 2006-2007) • English competence level Dutch students: C1 receptive skills, B1 productive skills • International students: generally lower level • Great demand for academic English courses (both students and staff) • focus on speaking and writing • need for differentiation

  3. The INTUIT project (I) • 1-1-2006 - 31-12-2007 • 6 university language centres • Development of an ICT enriched learning environment to support English for academic purposes • No distance learning, blended learning • Target group: 10,000 students every year • 2006: 12 pilot projects, 2007: large scale implementation

  4. The INTUIT project (II) • Pedagogical aims: implementation Common European Framework and autonomous language learning • Pilots: • Diagnostic testing (Dialang and Set 10) • Language practice (Ellips and Academic Word List) • Guidance (web based language portfolio) • Blackboard

  5. Success and failure factors • Implementation BLLE influenced by: • Relation between computer-supported and non computer-supported activities • Teacher professional development • Technical constraints

  6. Relation between computer-supported and non-computer supported activities • On the basis of which factors do teachers decide which activities should be supported by the computer?

  7. Computer-supported vs non computer supported activities • Added value computer: • “tutor” function (interactive exercises; focus on receptive skills) • test function • organizational function (teacher centered: Blackboard) • But: focus on productive skills  added value computer: • “tool” function (support for speaking skills) • portfolio function (student centered)

  8. Relation between computer-supported and non-computer supported activities • Which computer-supported activities are perceived to be most effective by teachers and students, and why?

  9. Grammar • diagnostic interactive tests (Blackboard); • on the basis of the results students are advised to do specific interactive exercises (Ellips) • Why? Differentiation; more efficient use of contact hours. Remedial teaching. • Speaking skills: • self assessment through can-do statements portfolio with recorded monologues • self reflection, feedback • Why? Differentiation; stimulating autonomous learning and self reflection

  10. Relation between computer-supported and non-computer supported activities • For which functions is the computer now mostly used and why?

  11. Use of ICT at the start of the project • 2 Language Centers (LC): only links • 2 LC: tests (QPT, Dialang), digital language lab • 2 LC: Blackboard, interactive exercise (1 LC: also digital language lab)

  12. For which functions is the computer now mostly used and why? • Placement and diagnostic testing (also web based: SET 10, Dialang) • Digital language labs; Blackboard; interactive exercises • Language portfolio • Why? • time saving • efficiency

  13. Conclusion • New pedagogy under construction …

  14. Contact • a.corda@let.leidenuniv.nl • p.a.m.heck@uvt.nl

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