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E-LEARNING, I-LEARNING AND U-LEARNING

E-LEARNING, I-LEARNING AND U-LEARNING. Jane Sherman Università degli Studi Roma Tre. E-learning, i-learning and UL. A HOW SHOULD WE REACT TO THE E-REVOLUTION? B WHAT IS THE RELATIONSHIP EL : IL ? WHAT DOES the WEB OFFER FOR I-L?

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E-LEARNING, I-LEARNING AND U-LEARNING

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  1. E-LEARNING, I-LEARNING AND U-LEARNING Jane Sherman Università degli Studi Roma Tre

  2. E-learning, i-learning and UL A HOW SHOULD WE REACT TO THE E-REVOLUTION? B WHAT IS THE RELATIONSHIP EL : IL ? WHAT DOES the WEB OFFER FOR I-L? C ARE WE READY FOR WHAT IT HAS TO OFFER? HOW DO WE FIND OUT? D WHAT ARE THE NEEDS? HOW CAN THE CURRICULUM RESPOND TO THEM?

  3. QUESTION A: HOW DO WE/SHOULD WE REACT TO THE E-REVOLUTION?

  4. E-revolution – best metaphor?

  5. Semper aliquid novi • Subscribe to Bestof Youtube.com – selection • Use natural corpora – Google, Youtube, Amazon http://www.jamiekeddie.com/wp-content/uploads/2008/07/couldve-shouldve-wouldve.pdf • Record Skype calls (chats, interviews, transactions) on mp3 • Make communal class dictionaries on wikis • Do surveys with Survey Monkey • How-to shorts with Videojug • Have a conversation with AI (Jabberwacky) • Make your own movie with www.dvolver.com • Second Life?

  6. How to keep track and learn? A full-time job for the “immigrants”? • Groups, websites (good and free) • On-line courses (expensive) • Sharing experiences and trying things out together (economical and effective) (See references)

  7. Or is this the metaphor?

  8. QUESTION B: WHAT IS THE RELATIONSHIP EL : IL ? WHAT DOES WEB2 OFFER FOR IL?

  9. EL is not necessarily IL INFORMATION for everyone DISTANCING – “enriched photocopying” – extra practice – filmed lectures? – cheap, convenient MODELLING – e.g. best essay magazine, “worked exams” now including oral exams, best podcasts – motivating and useful E-HOMEWORK and PRE-HOMEWORK linked to classes – huge possibilities, very underdeveloped. Go for Youtube, Google, Wikipedia homework!

  10. And IL is not only about Web2… • Using spellchecks, grammar checks • Using dictionaries well • Marking with tracking changes • Listening to talking books • Choosing DVDs well • Using mp3s for listening practice • Talking to people F2F

  11. So what has Web2 done for IL? • Transformed the landscape • Marked out the ground • Getting information and experiences • Exploring the world • Meeting people • Doing things • Given individuals the ticket to ride.

  12. QUESTION C: ARE WE READY FOR IT? HOW DO WE KNOW?

  13. Can we do it?Do we want to do it?

  14. Situation analysis PROJECT PREPARATION • Stakeholder analysis + TPD • KAPP + CAP surveys • Learning needs and wants analysis • Institutional analysis, incl. SWOT • Participation and ownership PROJECT FORMULATION

  15. I like being in a group I am wedded to my mobile phone I have my own satellite receiver There’s no internet access at the inn I just like music I have no time or money

  16. Situation analysis:Look at the landscape • Participants/stakeholders – who are we? • What are our relationships and communications? • What are we like? What do we want/fear/believe in? • What resources do we have? (home, personal, work) • What are our ideas of good student/teacher behaviour? • What are our practices and capacity in E-L and in IL? • What are our perceptions of E-L and IL?

  17. Some findings from elsewhere • Dutch students said they learned 30% of their English independently, from TV (Teen de Bot 2005) • 90% of Spanish students surveyed in Navarra University “overwhelmingly resisted” the idea that they should have more responsibility for syllabus content. (Breeze 2003) “You have to have a teacher,” they said

  18. Observations from Italy... • At Tor Vergata first-year students chatted to each other on-line enthusiastically but had almost nothing to say (private communication). • Teachers at an e-conference in Milan 2007 said their students’ home equipment (and their own) were well ahead of those in their institutions in quantity and quality (Sherman, 2008). • At Sassari teachers found that first-year students were very dependent and made little use of the self-access laboratory (Laird 2004)

  19. And at Roma Tre? 25 third-year students’ (2006) top independent activities in English:

  20. Voices from ricevimento • Professoressa mi può dare qualche compito da scrivere? • Un buon professore è paziente e disponibile, spiega bene, segue gli studenti. • Per preparmi all’esame, leggo bene il testo, sottolineo i brani importanti e li imparo per memoria. • Sono andata a Londra per un mese con i miei amici. • Nelle vacanze leggo Time Magazine, ascolto la BBC. • Non uso mai il vocabolario bilingue. • Sono tutti errori di distrazione.

  21. We need a fuller picture • Formal or informal surveys • Impressionistic accounts • Literature review • Talking to people (Participation and ownership)

  22. QUESTION D: WHAT ARE THE NEEDS? HOW CAN THE CURRICULUM RESPOND TO THEM?

  23. Needs and wants – intuitions? • W&N Exam success and exam strategies • N&W? Experience of E-learning • N Capacity for IL + motivation, awareness, practice, strategies, encouragement • W&N Social contacts, L2 discourse community • W&N Cross-cultural experience and awareness • W&N Pleasure, enjoyment, exposure • W&N Knowledge of working world • N A voice, individual and communal • N Benefit from going abroad • N More general knowledge; practice in thinking

  24. Cross-cutting curriculum threads • e-skills • i-skills • life skills

  25. An e-learning programme Handling of basic ICT (Word, Excel, PP) and operations Normal e-mail operations and texting Intelligent searching Downloading and uploading from and to the Web Use of webcam and basic editing of audio and video Creating and working on blogs, wikis, learning platforms Participating in chats, forums, Skyping Knowledge and experience of important websites

  26. An i-learning programme • Self-diagnosis and self-assessment • Working with others • Planning own learning and practice • Self-motivation, enjoyment • Stamina , commitment • Study strategies • Using resources – DMV, exam sites, people, songs, web resources, language learning sites, journeys abroad

  27. A life skills programme • Developing personal interests, knowledge and thought, own voice • Developing inter-cultural identity; getting experience of L2 discourse community; observing and comparing • Knowing the working world and finding own direction • Developing a “learning identity”: personal learning style, pride and pleasure, control and ownership, knowing one’s limits and strengths • (and again) Learning self-motivation

  28. Integrated in the curriculum • Progressive • Spiral • Top-down • Developed bit by bit • Monitored (see sample syllabus)

  29. Essential e-learning tools

  30. Pigs might fly?

  31. THANKS AND GOODBYE!

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