ELPiPL Seminar at Högskolan Dalarna, Falun 3 November 2009 Liisa Wallenius, HAAGA-HELIA UAS

1. ELPiPL Seminar at Högskolan Dalarna, Falun 3 November 2009 Liisa Wallenius, HAAGA-HELIA UAS

2. CerleS seminar ELPiPL Session -WIP Much interest taken 35 participants + 3 questions Questions and discussion from day 1 Special interest taken in the cooperation with enterprises I might have disappointed the audience with no results • University language centres and some UASs • Professors, researchers and teachers = academics and members of CerleS • Central Europe, Korea and the USA • Experiences 0 – 6 yrs

3. General comments • Concern for the right use of the CEFR • CEFR needs to be integrated in language curricula • Need of realistic target levels at all levels of education • Language teachers must be the specialists to decide on implementations • Involve all the teaching staff and get the administration to support you • Experiences and best practices should be shared => CerleS ELP opened to non-members

4. Intorspection of ELP Helps in analytical thinking Autonomy => assesment for learning Supports reflective learning and fosters autonomy Language learning Spontaneous language use is essential Continours skills of learning (lifelong aspect) Students become skilled at managing learning (metacognition) 3 fundamental principles of ELP Learner involvement Learner reflection Taget language use ELP is a tool (not a method) Power of ELP Captures ongoing dialogue of LL Reflection of linguistic form, language use and intercultural dimension of L2 and use ‘I can’ resources for discussions ELP becomes learner’s L2 autobiography True use of the CEFR David Little

5. ELP at Padua Uni PL • CEFR and ELP integrated in all studies if English • All teachers implement • Student have weekly assignments including a weekly diary entry • Diary entries on three levels: • Superficial • Semi-superficial • In-depth

6. Maria del Carmen Arau Ribeiro Portugal Self-assessment in written English - Comparing teacher evaluations • 25% match • 75% difference of one level between teachers • A1-B1 most difficult

7. Student ReflectionFiona Dalziel Padua UNI Online Diaries • Sharing, students grouped according to levels • 10 entries per semester (once a week with due dates) • Open to the whole group • Learners can only see the tasks at hand Teacher • Content-based feedback on the diary and reflection Student • Provides descriptions to which skills the tasks are related to • ’I choose what to develop’ Conclusion • Reflection helps awareness • Teacher input vital • Guided tasks and activities

8. Learner AutonomyGillian Davies – Padua UNI Student decides Resources Assessment Planning and managing of the tasks Recording of progress Coordinates collaborative tasks Summary Vocabulary lists Describes ’can do’ & how well Learners • Need guidance and help for learning • Should not be isolated Student Self-assessment • Presenting own work and motivating the choices Padua UNI course model- 2+2 h & 4-5 h self study/week Teacher provides • Instructoins and guidance • Material and final deadlines • Feedback

9. The ELP within the Bremen web-based language learning platform EPOS, Bärbel Kühn, UniversiitätBremen • Used for autonomous learning for about 8 years • Class-idependent tutorial programme • No teaching, tutors help with comments, can do –statements and net diary • EPOS platform: ELP-descriptors, three parts of the ELP: pass, biography, dossier, learning agreement and the learning journal • Puts the ELP in a rich pedagogical environment (real and online-communication “learner – tutor”, real and online-cooperating “learner – peers”), providing materials and tasks including the production and saving of online-documents, such as videos, wikis, podcasts; • EPOS used also for teacher-training programmes • Bärbel presented her own ELP

10. Links • On-line Portfolio Project LOLIPOP (Socrates) www.lolipop-portfolio.eu www.lolipop-portfolio.eu • Padua Seminar – Abstracts avaiable • http://claweb.cla.unipd.it/cmsconv/