Steffen Skowronek E-mail: skowron@uni-potsdam.de Christoph Lehker E-mail: lehker@uni-potsdam.de

1. Training teachers to use Virtual Learning Environments Steffen Skowronek E-mail: skowron@uni-potsdam.de Christoph Lehker E-mail: lehker@uni-potsdam.de University of Potsdam Language Center PowerPoint download point www.uni-potsdam.de/spz/sprachen/sbeng

2. PRESENTATION OUTLINE 1. “EUROVOLT via VLE” and the context of this project 2. Language teachers and VLEs – reluctance and enthusiasm 3. Challenges in training language teachers to use VLEs 4. Sample materials 5. Conclusion

3. EUROVOLT via VLE Main components • VOLT: Language Teaching • Online language teacher training courses • Language teacher training workshops (f2f) • VOLL: Language Learning • Model language learning modules • Objectives of the project • Development of online courses and related resources • European-wide exchanges of expertise and experience

4. Now (August 2007) CONTEXT OF THE WORKSHOPS Before the first workshop (October 2006)

5. Language teachers and VLEs • Reasons for some language teachers’ reluctance • Negative experiences • Lack of reward and low professional status of online tutors • Time constraints and the huge initial workload • Technophobia and lack of interest in technology • Lack of belief in the benefit of using VLEs • Reasons for some language teachers’ enthusiasm • Attitudes: Technophiles and adventurous people • Immediate and long-term advantages (both: didactics and organisation)

6. Challenges in training language teachers to use VLEs • Pedagogical experience and training • Previous experiences with technology • Expectations: hands-on vs. theoretical background • Non-teaching participants • Learners: different languages, levels, vocational orientations etc.

7. Learners’ needs and expectations Use of ICT / computer literacy n=58 n=37 Students surveyed 2006/07 2003/04 a) have high-speed DSL and a flat rate 91.4 % 24.4 % b) are somewhat experienced users 100 % 48.8 % c) use e-mail, www and chat regularly 63.8 % 18.9 % d) use computer more than 8 hours/week 69.0 % 10.8 % e) use ICT / VLEs in university courses 100 % 05.4 % Language level, by skills 5-9 years of English instruction at school Mid-course and final tests: reading, writing and listening Knowledge of vocational content: terminology, concepts, theories

8. Sample materials: print

9. Sample materials: print

10. 1 2 3 4 5 6 7 8 9 10 Sample materials: print

11. Sample materials: online

12. Sample materials: online

13. Conclusion • Workshop feedback overview • Astonishment about technical features and didactic applications • Requests for further guidance • Praise for hands-on activities supported by detailed and foolproof written material • Useful practical hints and examples • Step-by-step approach with appropriate progression • Prompt answers and explanations when problems occurred • Features that need to be improved • Scheduling, e.g. shorter modules - 2 days - more workshops • Presentation of a whole course, not just parts of courses • Communication forum to share experiences • Online modules to follow up the workshop and encourage its practical use

14. Thank you very much for listening to our presentation! PowerPoint download and workshop materials www.uni-potsdam.de/spz/sprachen/sbeng