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Bulgarian First Steps in English Language Blended Learning Courses for the Militaries

Bulgarian First Steps in English Language Blended Learning Courses for the Militaries. Republic of Bulgaria Ministry of Defense. Content:. Pre-history Where did we get the idea for the English language blended learning courses from? What did we do then?

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Bulgarian First Steps in English Language Blended Learning Courses for the Militaries

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  1. Bulgarian First Steps in English Language Blended Learning Courses for the Militaries Republic of Bulgaria Ministry of Defense Emilija Nesheva, state expert on foreign language teaching and testing, Education and Qualification Department, Human Resources Management Directorate, Bulgarian MoD

  2. Content: • Pre-history • Where did we get the idea for the English language blended learning courses from? • What did we do then? • What happened and what did we find out? • Conclusions

  3. Pre-history The long and curved road from distant e-learning to blended learning.

  4. What is Blended Learning?

  5. Where did we get the idea for the English language blended learning courses from?

  6. Advantages for the employer (Bulgarian MoD) if Blended Learning is used: • can educate easily and quickly large number of people; • can save money on trainers and training days; • can save money by keeping people in their workplaces and not out on training; • motivated and fully developed staff will be more effective; • can offer and encourage much more accessible ways of learning; • can get training content adapted to suit changing needs BUT…

  7. If Blended Learning is used, the employer (Bulgarian MoD) • will need to ensure that we keep up-to-date with new developments as technology advances • may have to make an investment in the technology • must ensure that the right people are used to design and deliver blended learning programs which may include up-skilling people • should make sure that training still takes place within working hours as much as possible and that staff is not expected to work outside normal hours just because they can • it might represent a very new learning path for our organization and the MoD has to advertise it

  8. Advantages for the teachers (participating in Blended Learning) • can work from home or any other place • can relax if they feel embarrassed to stand in front of a real class of students • can prepare in advance the answers for students’ questions after consulting (if needed) • can track which students are using the materials and how often they do that • can instantly check students’ progress • collaboration between students and teachers can increase substantially via an online training platform BUT…

  9. The teachers (participating in Blended Learning) • will need training if not familiar with computers and their potentials • will need training on using this method of instruction to make it effective • will need to consider what the best method to teach a concept is and then use this information to design a course • will need time to create and/or select content

  10. Advantages for learners (if they ‘dare’ to be included in a blended-learning training) • can study the content when they want • can work at their own pace • can use the Internet which they use a lot at work and home anyway • can ‘feel’ the balance between face-to-face and individual work • can have time to explore a topic, do some research and mull over the results before giving an answer to the trainer • can work on their training when it suits them • can build a network of allies through group forums BUT …

  11. The learners (included in a blended-learning training) • need to be more self-motivated than if they were in a traditional classroom • need to make sure they don't let distractions in their workplace/home interfere with the outcomes of their training program • need to stick to deadlines set by oneself or tutors

  12. Европейски съюз • Европейски социален фонд What did we do then? - “Strategy for development of the system for English language training for the Bulgarian Armed Forces” with special attention on distance learning (a WG was established and worked on distance learning for 3 years); • Ministerial order OH-218/19.03.2013 legalized the distance learning courses for L2 and L3 and refresher courses for L1, l2, and L3 in the system of courses for the militaries • project BG051PO001-4.3.04-0016. „New Ways for Lifelong Learning through modernization of the Center for Distance learning, NMU V. Levski – Development of electronic forms of distance learning in our educational system” wasrealized by the financial support of the operative program „Development of the Human Resources” 2007-2013 and co-financed by the European Social Fund of the EU.

  13. What did we do then? (cont.) - Vassil Levski National Military University, Veliko Turnovo, was appointed to have the leading role in the development and realization of the English language distance learning courses - - a link on the NMU site leads to the Distant Learning Center and the platform for English language training - 2 selected by NMU EL teachers received specialized training for on line tutors and how to use MOODLE, the platform for online training - these teachers developed language courses’ programs for all the distance courses mentioned in the previous slide. - in 2013/2014 these courses were piloted, statistically analyzed and after slight changes, have been regularly held since then.

  14. English – level 2 course, 24 study weeks 15 study hours per week (10 h. Internet work in the Education and Training Management System and 5 h. not online for self-preparation) 3 periods for face-to-face training, 5 days each (at the beginning for orientation and first instructions, after the 12th week - for further instructions and a mid-course test and control of the success rate, and at the end – for summarizing instructions and a final test) the study program covers the same topics, grammar, and vocabulary as the L2 course, held in a traditional classroom - the methods and resources are consistent to the technology used in the web-based distance learning and Directive 75-11 (AdvancedDistributedLearning) of NATO ACT/29 June 2006 V. LEVSKI NATIONAL MILITARY UNIVERSITY, Foreign Languages and Physical Training Department

  15. English – Module 1, Refresher course, 6study weeks 15 study hours per week (10 h. Internet work in the Education and Training Management System and 5 h. not online for self-preparation) 2 periods for face-to-face training, 3 days each (at the beginning for orientation and first instructions and in the end of the course - for summarizing instructions and a final test for check of the success rate) the study program covers the same topics, grammar, and vocabulary as the L1 course, held in a traditional classroom - the methods and resources are consistent to the technology used in the web-based distance learning and Directive 75-11 (AdvancedDistributedLearning) of NATO ACT/29.06.2006 V. LEVSKI NATIONAL MILITARY UNIVERSITY, Foreign Languages and Physical Training Department

  16. Some example pages from the distance English language courses Level 2 and Level 3, held at Vassil Levski National Military University, Veliko Turnovo:

  17. What did we find out?Bulgarian lessons learnt Advantages: • very good for people who are too busy to enroll in traditional courses or have families that need their daily support; • work at own pace whenever and wherever possible; • helps for the improvement of the character by developing skills for self-discipline and time management; • trainees can study at their workplace – in accordance with the Ministerial order for the course; • provides for individual support by the teachers.

  18. What did we find out? Bulgarian lessons learnt Disadvantages: • the trainees should be highly motivated • if there is not Internet available at student’s workplace or at his/her home, it’s practically impossible to have distance training • future blended learning trainees should pass a short technology-and-method orientation course if they enroll in a distance learning language course.

  19. Conclusions: Teachers need: - time to create and/or select content; - training on using this method of instruction to make it effective Students need: - to be shown how to access and use the technology; - explanation what is expected of them; - to be able to do work outside of the classroom, i.e. to have access to technology at home/workplace, access to Internet at home/workplace; • to be self-directed to work at home. MoD needs to advertise the distance type of training more widely and effectively!

  20. Questions?

  21. Bibliography: • Youtube cartoon film https://www.youtube.com/watch?v=uOUrWn8GSvw • Andrew Wickham, “Blended learning: where are we?” • Kate Cobb, “Pros and cons of blended learning” • Presentations and materials, developed by Col. St. Djonov, Ms. T. Ivanova and Ms. D. Ivanova, Vassil Levsli National Military University, Veliko Turnovo

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