blending informal learning into the formal curriculum: tacking the...
TRANSCRIPT
Blending informal learning into the
formal curriculum: tacking the concept
of autonomy in language learning and
teaching through a MOOC
Dr Marina Orsini-Jones,
Associate Head (International)
School of Humanities
Faculty of Arts and Humanities
MOOCs, Informal Language Learning, and Mobility,
Open University, 21st October 2016
Overview • Pedagogical rationale
• The experience of blended learning with a MOOC (students + staff)
• Staff reflections
• Student reflections
• Provisional evaluation/recommendations
Students as partners
Project features
Full report at:
https://www.heacademy.ac.uk/sites/default/files/marina_orsini_jones_final_1.p
df
Action Research
‘Expert students’ registered on the MA
All involved in TEFL
MOOC blend implemented in Semester 1 & 2 2014-2015 and semester 1 2015
Will to explore new blended learning avenues
Pre-MOOC questions
Weekly ‘post-MOOC unit’ reflective/knowledge sharing focus groups
Final BOS (Bristol Online Survey)
Phase 3: student managed
OERs and HE
Study by Bone and McNichol (2014), commissioned to the
National Union of Students/National Union Services by the
Higher Education Academy (UK):
students have a positive attitude towards the
integration of OERs (Open Educational Resources) into
their learning experience at university
MA module at CU: Aims
[…] to give students an in-depth understanding of the
theories of second language acquisition and illustrate their
links to approaches and methods of language teaching
which they inform. The theories examined will look at
second language acquisition and learning from linguistic,
psychological and sociological perspectives
Learning Outcomes
Critically appraise the major theories of second language acquisition.
Discuss the relevance of SLA theories to the development of teaching
approaches and methodology.
Discuss and appraise the implications of sociocultural theories for the
development of second language learning and teaching approaches and
methodology.
Analyse the suitability of needs of specific English language learners in
specific English language learning contexts and discuss the teaching and
learning approaches most appropriate to their situation.
Assessment: 1 essay + 1 ‘seen’ exam
The
MOOC
Focus: Materials related to
language learning and
teaching
Learners’ Goal at CU:
Experiencing a new way of
learning
Topics on the MOOC
Week 1 – Learning Language: Theory
Week 2 - Language Teaching in the Classroom
Week 3 – Technology in Language Learning and Teaching: A New
Environment
Week 4 – Language in Use: Global English
MA at CU - Focus on learner autonomy: pre-MOOC
(blended delivery) subject-specific questions
1. How can we define learner autonomy?
2. How can we create an environment that promotes learner autonomy?
3. Are there any problems with the concept of learner autonomy?
4. What might be some positive outcomes of promoting learner autonomy
within the classroom?
Module: Theories and Methods of LL and T
(15/180 credits)
Learner autonomy section in Moodle
Pre-MOOC blend face-to-face lecture/workshop on learner autonomy with questions assigned as homework for the taught session that
followed
online posts to the relevant discussion forum on learner autonomy in Moodle posted before the second workshop on
learner autonomy
face-to-face seminars based on the Moodle forum posts and face-to-face and online discussion forum group work to
discuss learner autonomy (the module was delivered in a PC lab for some of the face-to-face contact hours)
delivery of formative group presentations on the topic face-to-face
individual reflections on the seminars and on the group activities to be posted either in Moodle discussion or to the tutor
via email as homework
• F-2-F in class
• Moodle discussion
• Peers on the MA in CU
Stage 1
Pre MOOC questions
• Weekly post MOOC questions
• F-2-F
• Moodle discussion
Stage 2
MOOC questions/ reflections on
teaching & learning
• F-2-F
• MOOC discussion
Stage 3
Global discussion
• MOOC discussion
• CU F-2-F
• Facebook with Boğaziçi
Stage 4 Tellecollaboration
with Turkey
• F-2-F
• CUBU
• BUCU
Stage 5
Presentations/ Reflection
MOOC with telecollaboration on Facebook between PG and UG
students at Boğaziçi and PG at CU
Cultural
Awareness
Communication
Exchange of
views
Technology
Working in the
grass area in
DMLL
(Disruptive
Media Learning
Lab)
Relevant summative question at CU
(seen exam, one of the 3 questions set) 3Question
Answer BOTH parts.
3.1 In the course of module M01ENL we have discussed the concept of ‘learner autonomy’ and
read the article by Lacey: ‘Autonomy, never, never, never’ (2007). Summarise the article and discuss
how and why Lacey adopted Dam’s views after his initial resistance.
(30 marks)
3.2 During the course of the module you were encouraged to enrol on the Southampton
University/British Council MOOC on Language Learning and Teaching. Reflect on the experience of
taking part in the MOOC and discuss:
1. If and how it reflects the principles relating to learner autonomy;
2. What topics you would like to cover if you were given the opportunity to teach English with a MOOC to
intermediate (B2/IELTS 6.5) students;
3. Which of the 4 units your found most useful and why.
(20 marks)
Benefits - students’ reflections on the
‘blended MOOC’ experience
Anyone, anywhere, any time
Felt part of a global community
Exposed to global perspectives on the topics covered
The MOOC suited different approaches to learning
Free
It consolidated learning from the MA
Would engaging with the MOOC change trainee teachers’ beliefs on language learning and teaching and
related troublesome knowledge? Expert student’s findings
•The pre and post MOOC surveys revealed that engaging with the MOOC had changed trainee
teachers’ beliefs regarding some areas of troublesome knowledge. Trainees seemed to have
moved from a behaviouristic view of English language learning and teaching towards a more
cognitive and constructivist/social constructivist view. However, through the tracking of
individual responses to the pre and post MOOC survey responses, it appeared that
participants exaggerated the changes that were taking place in certain questions. Factors that
might have contributed towards this may be related to the survey’s ‘halo effect’ (Dörnyei 2003),
participants’ impressions being provided upon initial limited interaction with MOOC hence not
going beyond the technology's ‘wow factor’ (Murray and Barnes 1998), or mimicry in the
•liminal stage (Meyer and Land 2003).
More findings - Shoug Altamimi, MA
dissertation 2016 •trainee teachers have expressed their satisfaction with the
MOOC integration and their wish that MOOCs should be
integrated into more modules. Thus, this study
recommends the integration of MOOCs into existing
modules as an innovative and transformational teaching
practice on teacher education/training programmes,
following a blended learning approach.
Final reflections • Proprietary systems are best-suited for e-learning in academic
settings (Orsini-Jones 2010)
• Summative assessment is a motivating factor
• Structured MOOC blend can work (Kim 2015)
• Online International Learning (OIL) extra blend could work, but…
• MOOCs are seen as “disruptive technologies”, but are they really?
• Need for teacher’s support/scaffolding
The pedagogy will create the disruption,
not the technology
ANY QUESTIONS?
Further information?
Higher Education Academic Report (2015)
Thank you
Selected references (see Academia.Edu)
•Orsini-Jones, M. ( 2015) ‘Integrating a MOOC into the MA in English Language Teaching at Coventry
University: innovation in blended learning practice’. Higher Education Academy.
•Orsini-Jones, M., Pibworth-Dolinski, L., Cribb, M., Brick,B., Gazeley-Eke, Z. Lloyd, E; and Leinster, H. (2015)
Learning about Language Learning on a MOOC: How Massive? How Open? How Online? How “Course”?.
Proceedings of EuroCALL 2015, ‘Critical CALL’.Universita’ degli Studi di Padova, Italy, 26-29 August.
•Orsini-Jones, M., Alnajjar, M., Alhamed, N., Altamimi, S., and Leinster, H. (2015) The Blended MOOC
community of practice: A metareflective staff/student investigation into innovative blended e-learning practice.
•Presented at: Transforming Futures: Disruption, Connection and Innovation. Coventry University Teaching and
Learning Conference. Weston Building 2015. Coventry: Coventry University, 25-26 June.