Validation & Resources for Language Learning in AIOLE Environments

1. Validation & Resources for Language Learning in AIOLE Environments DrAsuncionSanchez-Villalon, PhD, asuncion.sanchez@uclm.es Dr Pedro P. SanchezVillalon, PhD, sanchezvillalon@gmail.com University of Castilla La Mancha, Spain IAC-ETeL 2013 in Prague International Academic Conference on Education, Teaching & E-learning AV consulting & Czech Technical University

2. Introduction Knowledge Transfer  Knowledge Construction • Content-based systems foster transmissionist learning while ICTtechnologies improve Constructivism Learning • ICT help learners to enhance their language learning (in educational centres in teaching & formal learning), or outside, (in informal situations): • 1. Offering open resources for learning (Web-based, Communicative, simulate and real practice, …) • 2. Giving support to lifelong learning • 3. Fostering the design of Personal Learning Environments.

3. AIOLE: Concept.-Features.-Purpose AIOLE (An Interactive Online Learning Environment) Main Purpose: • help teachers and learners to design learning strategies, • to develop activities • give access to online materials, • design and report learners on their learning experiences • fulfill tasks where language skills play an essential role in their learning process.

4. AIOLE Environments • AIOLE Learning scenarios, • WebWriter for writing on the Web • Editing Scenarios (for Teachers, & Students for their own task) • Accessing links to Internet resources,

5. The CEFR descriptors & Levels:

6. AIOLE project

7. AIOLE Validation Laurillard´s Conversational Model (2002) checked in AIOLE • It accomplishes the 4 components: • Discursive • Adaptative • Interactive • Reflexive

8. Discursivecomponent in AIOLE • Chats for conversational exchanges • teacher «–» learners • learners «–» learners • Access to the learning plan column & links • Learners can comment on their learning experience & doubts. Teacher can access learners’ comments

9. AdaptativeComponent in AIOLE • Teacher: • can adapt the learning plan dynamically with sequential steps in learning activities • can offer access to solutions to problems upon practice completion • Or can access information offering remedial work • Learners • can modify their own learning plan, tasks & activities • AIOLE will progress showing the teacher’s guide in the learning path from the institutional guidelines and the levels and descriptors of the CEFR

10. Interactive Component in AIOLE • The 4 communicative skills, mainly writing, reading and listening. • Writing by integrating AWLA writing assignments in the learning tasks • Reading & Listening activities designed by the teacher for the learner to access and produce feedback • grammar and vocabulary quizzes, easily designed using a template or accessing on Web • Speaking motivated in blended environments with stimulating spoken interaction face-to-face

11. Reflexive Component in AIOLE • Help the teacher • relating the learners’ feedback with the achievement of the assignment objectives & of the internalization process • Saved in every learner’s scenario, inviting them to check and compare results in a not-automatically-driven grading technique done by the teacher • Use of the ePortfolio • with the reflective feature of BioLingua

12. Range of usage • Internal validation: since the fulfillment of objectives are reached when checking the learners’ outcomes • The first statistics usage was done as a CIVIErasmus platform: AIOLE learning environment: Number of Students: 600 Tutors: 16 Campuses: 4 Languages:4 Average visits per student ENGLISH: 26,5:4= 6,6 GERMAN: 35:4= 8,7 ITALIAN: 29:4= 7,2 FRENCH: 22,1:4= 5,5 • Dates: March-June (spring term)

13. Externalvalidation • External validation in different online enviroments

14. Conclusions AIOLE has resulted in: • an invaluable tool for learning languages • a student-centred learning environment serves the current trends of PLE • a way for learners to control their own learning in a final stage • designing their own learning paths (following the descriptors and guidelines of the educational institutions and ePortfolio practices) It has also been proved to be useful as a learning environment for long-life learning as it is an open platform.

15. Bibliography