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. Sanchez-Villalon, 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), offering: • open resources for e-Learning (Web-based, real practice communication and simulations, Blended Learning, …) • support to lifelong learning • the design of Institutional & Personal Learning Environments

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

4. Resources in AIOLE Environments AIOLE Learning scenarios with Resources: • WebWriter 2.0 for tasks & activities edition on the Web & for designing Scenarios (Teachers & Students themselves) • Accessing links to Internet resources, • Chat tool • ePortfolio: ELP Passport, BioLingua, eDossier • AWLA writing practice • Course, Group & Individual Activities • Agenda & File Access & Uploading • Webquests & Search Integration • …

5. CEFR Descriptors & Levels

6. AIOLE project

7. AIOLE Validation Laurillard´s Conversational Model (2002) passed by AIOLE • It accomplishes the 4 components: • Discursive • Adaptive • Interactive • Reflexive

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

9. AIOLE AdaptiveComponent • Teacher can ... • modify tasks & adapt the learning plan dynamically with sequential steps in learning activities • access to solutions upon practice completion • access information & offer 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 CEFR levels and descriptors

10. AIOLE InteractiveComponent The 4 communicative skills, mainly writing, reading and listening. • Writing by integrating AWLA writing assignments in 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, in face-to-face situations

11. AIOLE Reflexive Component • Using feedback • Help the teacher relating the learners’ feedback with the task objectives & tutoring the internalizing process • Help the learner saving their feedback in their scenario, inviting them to check and compare results in a non-automatic evaluating technique done by the teacher • Using the ePortfolio with the reflective feature ofBioLingua :Language Biography

12. AIOLE internalvalidation • Internal validation: the fulfillment of objectives are reached when checking the learners’ outcomes • Internal validation in different online environments • AIOLE learning environments: • CIVIErasmus • AIOLE for UCLM courses • AIOLE for EOI-CR courses • PAMCEL, … The first statistics usage was done as a CIVIErasmus platform (with a tracking facility)

13. CIVI.ErasmusExperience Castilla La ManchaRegion in Spain~80.000 Km2 UCLM - University of Castilla La Mancha 67.000 Km2 4 provinces: 4 campusesLanguages: 4. English, French, German, Italian Participants:No. of Students: 600. No.Tutors: 16 Average visits per student (hrs/mo.) 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)

14. Externalvalidation • Presentations of AIOLE at Conferences worldwide • TEMCU European Congress: La experiencia Erasmus. U. Granada, Spain • e-Society 2006 IADIS Conference. Dublin: Trinity College • ALT-C 2006: The Next Generation. Edinburgh: Heriot-Watt University • 3rd International Microlearning 2007 Conference. Innsbruck University • ePortfolio 2007 EIFE-L: Maastricht. The Netherlands. • E-Learn 2008, Las Vegas, USA. AACE World Conference on E-Learning • iLearn'09 Paris, EIFE-L: Paris • Publicationsof Papers in Journals & Conference Proceedings • International Journal of Continuing Engineering Edu.& Life-Long Learning • CEUR Workshop Proceedings: Virtual Campus 2006, Barcelona. • Micromedia and Corporate Learning Proceedings of the 3rd International Microlearning 2007 Conference. Innsbruck U. P. • IEEE Distributed Systems Online, vol. 8, no. 7, 2007 • Proceedings of IX International Symposium on Computers onEducation. 2007 Porto (Portugal) Escola Superior de Educaçao • L’autonomia di apprendimento, Firenze, Italy. Firenze U. P., 2010

15. Conclusions AIOLE has resulted in: • an invaluable tool for learning languages • a student-centred learning environment based on Blended Learning • a way for learners to control their own learning at a later stage Also proven useful as a learning environment for life-long learning as it is an open platform. • Help learners design their own learning path on the current trends of PLE (following the descriptors and guidelines of CEFR & the educational institutions and ePortfolio practices) FutureWork

16. AIOLE • Access to AIOLE Environments: • http://www.awlaole.com • Email: info@awlaole.com • Thanks !! Asuncion Sanchez-Villalon asuncion.sanchez@uclm.es UCLM, Ciudad Real (Spain) Prague, Oct. 2013