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BESIG/Bonn 2008

BESIG/Bonn 2008 Sustaining online communication during a blended learning Business English course Veronica Dal-Bianco Overview Background information Online communication: why/how? Effective tasks: key features & examples Sustaining online communication - T role Student feedback

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BESIG/Bonn 2008

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  1. BESIG/Bonn 2008 Sustaining online communication during a blended learning Business English course Veronica Dal-Bianco

  2. Overview • Background information • Online communication: why/how? • Effective tasks: key features & examples • Sustaining online communication - T role • Student feedback • Assessing online communication

  3. FH Burgenland, Eisenstadt, Austria

  4. FH Burgenland, Eisenstadt, Austria

  5. Background Information • FH Burgenland (Univ. of Applied Sciences) • 2-year M.A. Applied Knowledge Management • part-time; 35-40 sts/year; 2 groups • teaching blend: 50% f2f & 50% online • first M.A. student intake: Sept 2005 • Business English: 4 compulsory courses • 50 hrs/sem • BEC Higher (C1/advanced)

  6. Online Communication • Why? • to provide “speaking“ practice btw F2F sessions • to enable students to interact with each other • to develop students‘ BE & general vocabulary • How? • VLE - factline • mainly assynchronoushttp://campusib.fh-burgenland.at/743408.0

  7. Virtual Learning Environmenthttp://campusib.fh-burgenland.at/743408.0

  8. Business English Start Pagehttp://campusib.fh-burgenland.at/743988.0

  9. Online Communication: Effective Tasks • 4 categories, each with a key feature • personalisation • peer support • synchronous • high fun

  10. Effective Tasks: Personalisation • own life/situation • chattinghttp://campusib.fh-burgenland.at/2257239.0 • experts‘ forumhttp://campusib.fh-burgenland.at/855541.1/ • culture vultures http://campusib.fh-burgenland.at/850071.1/ • relaxing readinghttp://campusib.fh-burgenland.at/2202891.1/ • Business English • favourites http://campusib.fh-burgenland.at/859347.1/ • topic of the fortnight http://campusib.fh-burgenland.at/798124.1/ • business topicshttp://campusib.fh-burgenland.at/793521.0/ • http://campusib.fh-burgenland.at/787336.1/ • investment portfolio (VIP)http://campusib.fh-burgenland.at/714199.1/

  11. Personalisation – Chatting http://campusib.fh-burgenland.at/2257239.0

  12. Personalisation – Chatting http://campusib.fh-burgenland.at/888474.0http://campusib.fh-burgenland.at/2285094.0

  13. Effective Tasks: Personalisation • own life/situation • chatting http://campusib.fh-burgenland.at/2257239.0 • experts‘ forumhttp://campusib.fh-burgenland.at/855541.1/ • culture vultures http://campusib.fh-burgenland.at/850071.1/ • relaxing reading http://campusib.fh-burgenland.at/2202891.1/ • Business English • favourites http://campusib.fh-burgenland.at/859347.1/ • topic of the fortnight http://campusib.fh-burgenland.at/798124.1/ • business topicshttp://campusib.fh-burgenland.at/793521.0/ • http://campusib.fh-burgenland.at/787336.1/ • investment portfolio (VIP) http://campusib.fh-burgenland.at/714199.1/

  14. Personalisation - Experts‘ Forum • Task: experts’ forum /gp 1 • What are you good at doing? How could you help your peers? Briefly outline what you’re an expert in & post your entry on this forum. You could start like this: Should you ever need any tips on what cinema films are worth going to see, then get in touch. I …….  Make sure your subject line states clearly what your area of expertise is e.g. films_veronica. Then have a look to see who you might like to contact (especially students from the other group you don’t know so well) & send them a message. Have fun! Veronica • Total of 152 postings in 6 weeks/all students participated • Approx 5 postings/student

  15. Personalisation - Experts‘ Forumhttp://campusib.fh-burgenland.at/855541.0

  16. Effective Tasks: Personalisation • own life/situation • chatting http://campusib.fh-burgenland.at/2257239.0 • experts‘ forum http://campusib.fh-burgenland.at/855541.1/ • culture vultures http://campusib.fh-burgenland.at/850071.1/ • relaxing readinghttp://campusib.fh-burgenland.at/2202891.1/ • Business English • favourites http://campusib.fh-burgenland.at/859347.1/ • topic of the fortnight http://campusib.fh-burgenland.at/798124.1/ • business topicshttp://campusib.fh-burgenland.at/793521.0/ • http://campusib.fh-burgenland.at/787336.1/ • investment portfolio (VIP) http://campusib.fh-burgenland.at/714199.1/

  17. Personalisation - Relaxing Reading • Task: relaxing reading • As discussed in input session 1, one of the tasks this semester is to read a book in English. So use this forum to tell the others which book you've chosen - it may trigger some ideas for further reading. Comment on how you are finding the task/the book. And if any language points strike you particularly, why not share them with the others here too? • By the way, there is no problem whatsoever if more than one person chooses the same book. Just make sure the book you borrow/buy is challenging but not over-challenging and something you'd enjoy reading in German. Really looking forward to seeing what you're all reading! Veronica • Total of 170 postings in 12 weeks/ all students participated

  18. Personalisation - Relaxing Readinghttp://campusib.fh-burgenland.at/2202891.1/

  19. Effective Tasks: Personalisation • own life/situation • chatting http://campusib.fh-burgenland.at/2257239.0 • experts‘ forum http://campusib.fh-burgenland.at/855541.1/ • culture vultures http://campusib.fh-burgenland.at/850071.1/ • relaxing reading http://campusib.fh-burgenland.at/2202891.1/ • Business English • favourites http://campusib.fh-burgenland.at/859347.1/ • topic of the fortnight http://campusib.fh-burgenland.at/798124.1/ • business topicshttp://campusib.fh-burgenland.at/793521.0/ • http://campusib.fh-burgenland.at/787336.1/ • investment portfolio (VIP) http://campusib.fh-burgenland.at/714199.1/

  20. Personalisation - Business Topic • Task: • In the next input session, we’ll be practising the language of meetings & negotiations, so in preparation, pls source/read an article on meetings or negotiating. Post the link & briefly summarise key issues /interesting points on this forum by 20th April. Then choose 2 articles your peers have posted & comment briefly e.g. aspects you’d never thought or heard about before, things you’ve actually experienced, points you totally agree/disagree with etc. • Total of 76 postings in 3.5 weeks/26 from 29 students participated

  21. Personalisation - Business Topichttp://campusib.fh-burgenland.at/793521.0/

  22. Effective Tasks: Personalisation • own life/situation • chatting http://campusib.fh-burgenland.at/2257239.0 • experts‘ forum http://campusib.fh-burgenland.at/855541.1/ • culture vultures http://campusib.fh-burgenland.at/850071.1/ • relaxing reading http://campusib.fh-burgenland.at/2202891.1/ • Business English • favourites http://campusib.fh-burgenland.at/859347.1/ • topic of the fortnight http://campusib.fh-burgenland.at/798124.1/ • business topicshttp://campusib.fh-burgenland.at/793521.0/ • http://campusib.fh-burgenland.at/787336.1/ • investment portfolio (VIP)http://campusib.fh-burgenland.at/714199.1/

  23. Personalisation – Investment 1ahttp://campusib.fh-burgenland.at/714199.1/ • Task: Virtual Investment Portfolio (VIP) • Invest € 5000 in stocks & shares, sell & buy accordingly. Justify choices. Record progress on graph (weekly) till end of semester

  24. Personalisation – Investment 1bhttp://campusib.fh-burgenland.at/714199.1/

  25. Effective Tasks: Peer Support • help lines • vocabularyhttp://campusib.fh-burgenland.at/839021.0/ • lg/coursebook taskshttp://campusib.fh-burgenland.at/887115.1/ • information sharing • websites http://campusib.fh-burgenland.at/2202892.1/ • knowledge management http://campusib.fh-burgenland.at/868700.1/ • peer reviewing written assignments • using guidelines http://campusib.fh-burgenland.at/2202900.0/ • 76% sts - feedback motivating/constructive

  26. Peer Support – Help Lines 1a

  27. Peer Support – Help Lines 1b

  28. Effective Tasks: Peer Support • help lines • vocabulary http://campusib.fh-burgenland.at/839021.0/ • lg/coursebook tasks http://campusib.fh-burgenland.at/887115.1/ • information sharing • websites http://campusib.fh-burgenland.at/2202892.1/ • knowledge managementhttp://campusib.fh-burgenland.at/868700.1/ • peer reviewing written assignments • using guidelines http://campusib.fh-burgenland.at/2202900.0/ • 76% sts - feedback motivating/constructive

  29. Peer Support – Info Sharing http://campusib.fh-burgenland.at/868700.1/

  30. Effective Tasks: Peer Support • help lines • vocabulary http://campusib.fh-burgenland.at/839021.0/ • lg/coursebook tasks http://campusib.fh-burgenland.at/887115.1/ • information sharing • websites http://campusib.fh-burgenland.at/2202892.1/ • knowledge management http://campusib.fh-burgenland.at/868700.1/ • peer reviewing written assignments • using guidelineshttp://campusib.fh-burgenland.at/2202900.0/ • 76% sts - feedback motivating/constructive

  31. Peer Support – Peer Reviewing 1ahttp://campusib.fh-burgenland.at/2202900.0/

  32. Peer Support – Peer Reviewing 1bhttp://campusib.fh-burgenland.at/2204710.0/

  33. Effective Tasks: Synchronous • instant messaging function (ping) http://campusib.fh-burgenland.at/743988.0 • “vocabulary buddies“ via skype • Blast from the Past Access the bilingual glossary from the course book & revise the vocab from units 1-6. Then arrange with 2/3 colleagues to have a vocab revision session (e.g. Skype) & take turns asking each other (German to English!). Post comments on how it went on vocab forum by 15 Oct.

  34. Synchronous Example 1ahttp://campusib.fh-burgenland.at/2257723.1/view_id/2283098/view_v/1/

  35. Synchronous Example 1bhttp://campusib.fh-burgenland.at/2257723.1/view_id/2280366/view_v/1/

  36. Effective Tasks: High Fun • language-related riddles/quizzes • jokes • video clips http://campusib.fh-burgenland.at/2285094.1/view_id/2289821/view_v/1/ • humour + element of competition

  37. High Fun Example 1http://campusib.fh-burgenland.at/2285094.1/view_id/2289455/view_v/1/#2289455.1

  38. High Fun Example 2

  39. SustainingOnline Communication-T role • to create challenging, meaningful, ongoing tasks • to create a cooperative learning atmosphere • to provide timely acknowledgement of postings • to develop an appropriate communication style • to acquire the necessary IT skills • to be willing to experiment & reflect

  40. SustainingOnline Communication-T role • 1st F2F session: community building • organise lots of “getting to know“ activities • demonstrate VLE • encourage students to chat/share info online • reassure students of peer & tutor support • stress culture of tolerance • highlight benefits of peer reviewing • group photo

  41. SustainingOnline Communication-T role • make forum titles & headings meaningful & catchy • take the lead in personalising comments • use students‘ names – Yes, Alex, … • include lots of encouraging remarks • ask open questions to generate discussion • give students time to respond before replying • check forums regularly (at least every 2/3 days) • instil energy if communication begins to flag • inform students when offlinehttp://campusib.fh-burgenland.at/2285094.1/view_id/2288987/view_v/1/ • in f2f sessions - mention interesting postings • emphasise knowledge sharing aspect • emphasise “chatting“ i.e. fluency aspect

  42. Student Feedback (n=81) • 60% checked forums at least every 1-3 days • 32% checked at least once/week • 60% responded immediately • 67% posting comments motivated further use • 81% usually satisfied with response(s) • 50% wrote fluently (not worried about accuracy) • 83% didn‘t mind that English wasn‘t always OK • 57% would have liked to have been corrected

  43. Student Feedback & Consequences • 57% wanted language inaccuracies corrected • provide group online feedback http://campusib.fh-burgenland.at/2284231.0 • disparate levels of proficiency (Oxford QPT: 42-100 elementary to v.advanced) • “My English is too bad so I can‘t participate.“ • “Don‘t like having mistakes written down.“ • stress culture of tolerance/mutual support • assessment of forum contributions • “ I don‘t like being forced to give feedback.“ • “ OK, I have the possibility not to join in if I do not want to.“ • “Without any pressure maybe I would have posted more comments.“ • “…sometimes I don‘t have anything to say but I feel I should reply.“ • review/experiment with assessment

  44. Assessing Online Communication • yes or no? • percentage of final grade? 10%, 20%, 25%, 30% ...? • quantity and/or quality of postings? • “…must be more than simply counting the number of postings“. • criteria must be transparent • “Evaluating online discussions demands a clear set of criteria consistent with the desired outcomes… Contributions should be clear, factually correct (cite assigned readings), offer critical thinking & analysis, be respectful, inspire further discourse/develop the scope of the discussion, contribute to the thread of the discussion.“(Garrison & Vaughan, Blended Learning in Higher Education, Josey-Bass, 2008) • Business English forum criteria? • - fluency/frequency and/or language accuracy? • - content, length …?

  45. Assessing Online Communication Percentage of final grade this semester- 30% • 10% quality peer reviewing of assignments • 10% self-assessment offorum postings language & course book tasks vocab forum, chat&fun forum, exam forum • 10%class & HW activities (in preparation for online/class activities) • Blast from the Past/vocab activity • business/KM related article/glossary • thesis mini-presentation • portfolio review

  46. Assessing Online Communication • Experiment this semester: • The forums are for you to help each other & for you to communicate with your peers & tutor. They should be seen as the online equivalent to speaking activities in class i.e. the focus is more on being fluent rather than worrying too much about being accurate. You will be given merit for actively contributing (10% final grade), whereby each student will be asked at the end of the course to specify their own grade together with a justification. Criteria for assessing your forum contributions are for example: • 1) original contributions which trigger discussion e.g. passing on a useful link, uploading a course related article • 2) tangible peer support (linguistic, technical, moral) e.g. responding to calls for help, reflecting & responding to peers' comments • 3) number/length of postings • The tutor has the possibility to up/downgrade the mark in case major differences between student & tutor’s perception of participation arise.

  47. Assessing Online Communicationhttp://campusib.fh-burgenland.at/2257766.1/ Self-assessment task/at the end of the semester: Review your contributions to the following forums - language & course book, chat & fun, vocab, exam. Then read the criteria for assessing contributions again (on the start page) & give yourself a mark (percentage). • Post this mark together with a short justification stating why you feel you merit this mark by 20th January on this forum. • Outcome/student feedback – January 2009 • - review • - reconsider/experiment

  48. Overall • continually amazed at how willing students are to communicate online • what they share with each other • how much time they spend online • how supportive & respectful they are • exciting, ongoing learning experience • Further information • veronica.dal-bianco@fh-burgenland.at • fay.macsween@inode.at • http://campusib.fh-burgenland.at

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