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Developing and implementing an online module on language learning: lessons learnt

Developing and implementing an online module on language learning: lessons learnt. Miranda van Rossum, University of Hull. History behind the module. Part of face-to-face MA in Language Learning and Technology Fairly traditional set-up: 1 hr lecture + 1 hr seminar per week

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Developing and implementing an online module on language learning: lessons learnt

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  1. Developing and implementing an online module on language learning: lessons learnt Miranda van Rossum, University of Hull

  2. History behind the module • Part of face-to-face MA in Language Learning and Technology • Fairly traditional set-up: • 1 hr lecture + 1 hr seminar per week • 3-hr exam, no continuous assessment

  3. Reasons for going online • Post-graduate Certificate in Advising for Language Learning • Target group: • teaching and advising professionals • international

  4. The development process (1) • Why Merlin? • In-house • Previous experience • User friendly • Pathway • Portfolio • Exchange

  5. The development process (2) • Structure of the module: • 12 topics, divided over • 3 units • 4 sections per unit • section: • presentation • sources • tasks

  6. The development process (3) • Tasks: • comprehension • discussion (linking new knowledge to previous experience/knowledge) • analysis (more in-depth engagement with the material)

  7. The development process (4) • Assessment: • Two essays • Continuous assessment: • participation in discussions • submission of analysis tasks

  8. The development process (5) Problems encountered • Structure: one size, fits all? • same structure for all modules • discrepancies in size and scope of individual sections • Sound recording: • time-consuming • scripting v. spontaneity • Discussions: theoretical topics

  9. Implementation: problems encountered (1) • Flexibility: university timetable v. personal timetable • Assessment: how to assess discussion participation and analysis tasks? • Resources: • access to local library • access to Hull’s online resources

  10. Implementation: problems encountered (2) • Discussions: • tutor participation • aim of discussions • Relating to students online: • Notice Board messages • Mailbox • Who’s Who? pages • prompt feedback

  11. Implementation: problems encountered (3) • Relating to students online (student quote): As a man tends to be serious and a woman tends to be talkative and good at avoiding using too formal words, a woman has more possibilities to be a good adviser. But I think it should depends the need of the student and the personality of him or her. I take X, Y and Z for example. Though they are all good language advisers, they are very different. X is good at using encouraging words to arouse my interest in studying, while Y makes me feel relaxed. When communicating with X, I may feel a little nervous, feeling afraid that I am not good enough, but the anxiety makes me to work hard to please her as well myself. With Y I feel free to tell anything, including complaints.

  12. Lessons learnt (1) • VLE: development staff should be willing and able to use it • Don’t make the module fit the structure, find a structure to fit the module • Script your lecture presentations

  13. Lessons learnt (2) • Discussions: • ensure questions actually stimulate discussion • aims should be clear • some tutor participation required • Continuous assessment deserves special attention • May have to be less flexible re. deadlines than you would like

  14. Lessons learnt (3) • Institution should have system for dealing with online courses in place • Relating to students online is a special skill, and it takes some getting used to.

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