Blending Moodle for Language Learning

1. Blending Moodle for Language Learning Thinking differently about language learning

2. James Scully Presentation for GLOCALL2008 8-12 November 2008 Language Centre Sultan Qaboos University

3. What is blended Learning? • a combination of traditional classroom and out-of-classroom experiences with e-learning activities • face-to-face education, • access to paper resources (handbooks, texts) • multimedia resources (video, audio) • access to electronic information & resources • interactive / communicative Garrison & Kanuka, 2004

5. Four Dimensions • Modes of language use learner's linguistic activity • Context learner's context • Course function learner's materials • Locus of control learner's role

6. Using Language • adopting a framework which does not break down language into individual skills but utilises the context. • look at the language • in context • for what purpose? • Interpersonal Mode • Interpretive Mode • Presentational Mode Brecht & Walton, 1994

7. The Modes Described • In the Interpersonal Mode individuals have two-way interactions, perhaps face-to-face, on the telephone, in chat, text or email. This includes some parts of tutorials and peer to peer discussion. It also can be asynchronous in forums. • Interpretive Mode is much more associated with our context of English in an academic setting and involves mostly receptive activities such as listening, reading and viewing in order to understand in the appropriate instructions, topic, context and culture. • In Presentational Mode, very important in an academic context, we have the production of written or spoken language for communication to an audience where contact is not as “personal”. This could include essays, web sites, blogs, wikis, oral presentations, or podcasts.

8. Course Components • The Complementary ComponentCourse materials offered through e-learning as an alternate mode of delivery. • The Supplementary ComponentAdditional materials and exercises to develop skills required by the course. • The Required ComponentAssessed elements of courses • The Communicative ComponentDay to day course communication Scully, 2006

9. Academic Context of Moodle Language Activity • High Context - (Global)Task Based Learning, Problem Based Learning, Case Based LearningA high context task will seem “real” to the language student and duplicate academic behaviour. • Medium Context skill focus with some contextMedium context tasks offer a simulation of academic behaviour in an ELT context. ELT specific activities are likely integrated with academic ones. • Low Context (Local)reductionist, language unit focusLow context tasks look like language learning, students “know” they are “doing” language, e.g. grammar exercises

10. Locus of Control Moore & Kearsley, 1996 Garrison & Anderson, 2003 Liu & Chen, 2007

11. Interpersonal Mode Supplementaryin Moodle Personal communications • Discussion BoardsAt SQU some English courses have a discussion board which is simply there for students to communicate in English. • Alternatively a topic can be used to elicit opinions. High Context Credit:

12. Interpretive Mode Supplementaryin Moodle Practice quiz for exam. Moodle activity structured like class exam. Low Context Credit: Tom Griep, LANC0600 Science, SQU

13. Presentation Mode Complementaryin Moodle Listen Note-taking task Use notes in class Medium Context Credit: English for Agriculture, SQU

14. Interpretive/Presentational Mode Compulsoryin Moodle Reading research, written description and assessment The topic is pests. You can have a classroom discussion and add a choice activity to reach a class or course decision! Medium Context Credit: English for Agriculture at SQU

15. Interpretive/Presentational Mode Compulsoryin Moodle Reading research, written description, presentation and assessment In the News: A well blended activity • Read news: RSS feed on Moodle or Internet search or newspapers. • Summarise one item. • Present in Class • Write and Post in forum or glossary High Context Credit: English for Agriculture at SQU

16. Presentational & Interpersonal Supplementarythrough Moodle Reading research, regular writing and response Weblogs – blogs • Read useful/relevant blogs to raise interest (Links on VLE) • Explain/discuss/show blog genres (Links on VLE) • Personal journal or work diary / social comment / current issue comments • Familiarise self - create own blog (Link from VLE) • Familiarise students with the tools (e.g. lab go-through)‏ • Publish (Class creates links page – wiki?) • Updates, comments and replies (x weeks) • Sustain interest in writing – external comments • If you require a protected environment use the Moodle blog. However much of the attraction is that the blog can be seen by others. High Context Credit: Dudeney & Hockley, 2007

17. Interpretive Mode Communicativein Moodle Written work on forum, automatic correction, listening & reading information with written exercise Medium Context Credit: developed using idea by Mark Stevens (AUS).

18. All Modes Supplementaryvia VLE Listening and reading research, writing, speech and response Podcasting • Listen to relevant podcasts (linked via VLE) • Podcast genres (classwork) • Introduce podcast subscription • Possible Skills (usually collaborative) • Create scripts (use wikis/paper) • Learn and use recording software – on Moodle! • Upload (As assignment/posting) • Use RSS to notify class • Download others’ podcasts • Comment/evaluate/review • Class podcast links on VLE • Start regular podcast? High Context Credit: generic task

19. All Modes Compulsorypartly in VLE Soft-copy instructions leading to project work, video and written report Project Management • Written Instructions for an engineering design project (assignment posting). • E.g. Design a system to deliver ping-pong ball to location. • Work as a team to research the problem. • Team designs and builds delivery system. • Use phone/camera to video solution with commentary. • Post solution video on VLE. • Submit written (online/offline) report. High Context Credit: developed by Bill Huguelet (SQU).

20. All Modes Compulsorypartly in Moodle Wiki task scheduling, in-class presentation forum posting for review High Context Credit: English for Agriculture (SQU).

21. Further Short Examples • Wiki QuizzesStudents work on a separate groups Wiki to develop language quiz (e.g. vocabulary) questions. Quiz in class/online to quiz other groups. Can be done symmetrically on chat or in discussion. • From an idea by Alicia Cundell (Qatar)Stimulus material on VLE, submit via VLE, in class dialoque Video w/o sound  Ss write dialogue  Ss perform dialogueaudio of movie only  describe scene  compare original • NewscastRead and listen to topic information  Items for previewing on VLE  Class on news  Ss script news item  record podcast  submit to VLE/Podcast site

22. The Blending Role of Moodle • Integration of activities • Continuation of contact and communication out of class • Increasing use of English in otherwise limited environment • Offering alternative/additional delivery styles • Increasing student-centredness and autonomy • Introducing 21st. Century learning tools • Going global while going local!

23. Thanks • My LC colleagues for support • You for listening Virtually just the beginning!