From Links to LinkedIn: Scaffolding Language Provision in a Digital Surround

1. From Links to LinkedIn: Scaffolding Language Provision in a Digital Surround International E-learning Conference WSU - East London 31 Oct - 1 Nov 2011 Margaret McKinney RubenComadinaGranson University of Groningen, theNetherlands

2. Overview BlackBoard timeline at the Language Centre Our students End of course aims The challenge Blackboard: the backbone Course Organizer and a centrally-maintained toolbox Conclusion

3. BlackBoard Timeline at the Language Centre

4. How it All Began Approx. 120 students of Economics; 45 students of International and European Law BB as an environment to: upload syllabi put announcements send e-mails to SS publish grades list a few weblinks Few teachers working alone on their own BB sites Lack of interest Long menu of lists of links

5. BlackBoard Timeline at the RuG

6. Six Years Along the Line TVO Project (2006 – 2007) Evaluation and adaptation of language courses (English, Spanish, German, French and Italian) Implicit vs. explicit grammar teaching Autonomous learning Peer assessment Total integration of VLE Link to the CEFR

7. BlackBoard Timeline at the RuG

8. Now Language provision for approx. 600 students of Economics; 150 students of International and European Law Framework to scaffold our courses A centrally-maintained toolbox Weekly Organizer Announcements Main communication tool Grade Center Assignments

9. Daily RuGNestor Users

10. Our Students Different educational and cultural backgrounds Different learning styles and goals

11. International Students at the RuG

12. FL U.K. Spain Germany, France & Czech Republic USA Argentina & Peru FEB Australia Taiwan Mexico Indonesia Sweden Top Five Countries for Exchange

13. End of Course Aims Students communicate effectively orally and in writing Students discover own learning goals and styles Students are equipped with a set of tools for future academic tasks

14. The Challenge “It is a challenge to provide the correct amount of guidance without providing too much direction.” (Raahem & Wankowski, 1981) “Often, instruction seizes executive control when it might be better to scaffold the executive function of the student, helping to decide but not deciding.” (Perkins 1993)

15. BlackBoard: The Backbone The backbone of our courses to create a scaffolded package integrating: Reflection Peer and teacher feedback Autonomy CEFR

16. Conclusion “It is when the individual has to take responsibility for deciding what criteria are important to him, what goals must be achieved, and the extent to which he has achieved these goals, that he truly learns to take responsibility for himself and his directions.” (Rogers 1969)

17. From Links to LinkedIn: Scaffolding Language Provision in a Digital Surround QUESTIONS? Margaret McKinney [M.G.McKinney@rug.nl] Ruben Comadina Granson [A.R.O.Comadina.Granson@rug.nl]

18. References Clohan, N. & Nichols, T. (2001): Using a VLE to Support Full Time Students at Leeds College of Technology Comadina Granson, R. et al. (2007): INTUIT Toolbox Pilot Year 2 – DIALANG Plus & AWL through Blackboard Council of Europe (2009) : Common European Framework of Reference for Languages: Learning, Teaching, Assessment McKinney, M. (2008): Tool Tip treasure Trove of Articles Perkins, D.N. (1993): “Person-plus: A distributed view of thinking and learning.” In G. Salomon (Ed.), Distributed Cognitions: Psychological and educational considerations (p.100). Raahem, K. & Wankowski, J. (1981): Helping Students to Learn at University Rogers, C. (1969): Freedom to Learn