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CLA Online
Collaborative Language Learning Communities
2˚ Seminario del Centro Linguistico di AteneoE-Learning 2008
Nuovi percorsi: Sperimentazione e sviluppoNew learning paths: experimentation and development
Linda Mesh
Università degli Studi di Siena
Centro Linguistico di AteneoUniversità degli Studi di Siena 2
Collaboration between the CLA Sienaand the Ufficio Formazione del Personale
Corsi di lingua inglese Formazione del personale
a flexible and accessible means for lifelong learning for university technical and administrative personnel;
• courses are offered in easily digestible, eight-week modules from zero beginner to CEFR B1*;
the program offers more than simply filling short-term skills gaps;
instead adults are actively engaged in learning to learn a language in innovative ways aimed at more active learning.* Common European Framework of Reference for Languages
Centro Linguistico di AteneoUniversità degli Studi di Siena 3
The role of the CLA
What is a learning organisation? One where training and personal development are an integral part of the organisation
where learning is a continuous process, rather than being an added-on activity at various points in an individual’s career.
where there is a coherent strategy which centres on exploring and facilitating a link between the development of the organisation and the personal development of the staff.
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As new technologies for
instant messaging, blogs, wikis,
conferencing, podcasts, and m-learning
develop,
have we really reflected on
what works and what doesn’t work
for learning?
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The nature of adult learners
What affects their success?
While children trust the teacher to define course content, adults need to define it for themselves, or at least to be persuaded that it is relevant to their needs. While children accept a dependent relationship with a teacher, adults have a sense of self-direction and personal responsibility. Adults have a wide range of personal experiences to draw on, which they appreciate being used as a learning resource, and resent being ignored in favour of other peoples’ experiences. For adults the future is now; they have a basis of information and see learning as necessary for solving problems in the present. Children may need external motivation to make them learn; adults volunteer to learn because of their intrinsic motivation.
Knowles theory of andragogy, 1978
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Learner attitudes and learner support
Adults experience anxiety about learning, about the ability to meet expectations, both external and self-expectations. Otherwise known as the fear of failure.Inexperienced learners may have a high degree of anxiety when using new technologies, which may become apparent when they have to turn in the first written assignment or forum message.
Support strategies:Risk-taking should be approvedThe workload and goals of the course should be realistic
Adults who learn enjoy learning; adults who enjoy learning learn.
Enjoyment is a sign of high motivation.
Centro Linguistico di AteneoUniversità degli Studi di Siena 8
Flexible learning: to meet a variety of learning styles and needs
WebLingu@
Lezioni F2F
Aula virtualeTutorFeedback
Materiale stampato
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Language learning support: learning to learn
A blended course should provide:information that is up-to-date and well organised clear learning objectives for each element of the ‘blend’ with advice on how to be successfulcourses that are flexible and accommodate different learning styles guidance on time management and study skills opportunities to do something with what they learn (e.g., assignments, projects) feedback on their work and progress support for resolving administrative or technical problems
Centro Linguistico di AteneoUniversità degli Studi di Siena 10
Course OrganisationLevel A blended 96 ore
Modulo A-zero (40 ore, lezioni in aula + 4 forum online)esame scritto del modulo A0
Modulo A1 blended (32 ore = 16 ore f2f + 16 ore online)esame scritto del modulo A1
Modulo A2 blended (32 ore, 8 settimane) CEFR* A2esame scritto ed orale del Livello A: (A0 + A1 + A2)
Level B blended 64 oreModulo B1 (32 ore, 8 settimane)
esame scritto del modulo B1Modulo B2 (32 ore, 8 settimane)
esame scritto ed orale del Livello B: (B1 + B2)
Level C blended 64 oreModulo C1 (32 ore, 8 settimane)
esame scritto del modulo C1Modulo C2 (32 ore, 8 settimane) CEFR B1
esame scritto ed orale del Livello C: (C1 + C2)
Level D – Intermedio blended 40 oreModulo D, 12 settimane
esame orale, electronic portfolio (e-portfolio)* Common European Framework of Reference for Languages
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Beginner to level CEFR A2
Livello A
Modulo A zero40 ore f2f
Modulo A1blended
Modulo A2blended
Aula 40 ore20 lezioni di 2 ore
4 forum
Aula - 16 ore8 lezioni di 2 ore
Online - 16 ore8 lezioni
2 ore per settimana
Aula - 16 ore8 lezioni di 2 ore
Online - 16 ore8 lezioni
2 ore per settimana
8° lezioneesame scrittodel modulo A1
Reading, Writing, Listening
8° lezioneesame scritto ed oraledel livello A (A0. A1 e A2)Reading, Writing, Listening
Speaking
8° lezioneesame scritto
del modulo A zeroReading, Writing, Listening
Orientamento1° accesso
Orientamento1° accesso
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Livello B2 moduli = 64 ore
Orientamento aula informatica
1o accesso
Modulo B132 ore
Modulo B232 ore
aula16 ore
online16 ore
aula16 ore online
16 ore
8 lezioni di 2 ore
8 lezioni online
2 ore per settimana
8 lezioni di 2 ore
8 lezioni online
2 ore per settimana
Modules B1 and B2, C1 and C2
8o lezioneesame scritto ed oraledel livello B (B1 e B2)
Reading, Writing, ListeningSpeaking
8o lezioneesame scrittodel modulo B1
Reading, Writing, Listening
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Learning ExpectationsMany students have misconceptions about online
learning that should be adjusted. For example …‘Online courses are easier than conventional classes and require less work.’ When they discover that this is not the case and that the opposite is true, they may become discouraged.‘An online course will be of lesser quality than a classroom offering.’Students frequently do not understand that they must take more responsibility for their learning in a blended course and not wait for the instructor or tutor to take the lead.
For these reasons it is very useful to include an orientation workshop at the beginning of a blended course.
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Beginners: Module A0 - f2f, Modules - A1, A2 blended
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Willingness to communicate
The concept of ‘willingness to communicate was developed from research on individual differences in SLA. Social, psychological and situational factors seem to enter into willingness to communicate. Situation specific anxiety and lack of self-confidence diminishes opportunities for participating in beneficial interaction. Asynchronous forum discussion activities may provide opportunities for discourse development in L2 and also increase willingness to communicate in normally timid students, due to the relatively anonymous feeling of online identity and the extended time available for expressing ideas.
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Course Overview
CLA blended English courses offered from January 2006 to March 2008 for university personnel
age group: 25 to 55 years, average age: 35-45
a total of 32 modules have been completed for approximately 600 total participants
CLA certificate for successful course completion
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End of course feedback Through a questionnaire we have collected a variety of responses
from Modules A2, B2 and C2 which are finishing lessons in June.
Cosa ti ha aiutato di piu’ nell’apprendimento? Sforzarmi di scrivere ed esprimermi in inglese scrivere nel forum conversazione in classe e Londra! il confronto con gli altri e l’essere costretta a ‘osare’ senza vergogna organizzazione degli argomenti trattati lavoro di gruppo la costanza il mio tutor la varietà sia le lezioni frontali che quelle online
Quali difficoltà comportava il blended learning? mancanza di tempo l’ascolto e la comprensione non sempre sono riuscita a fare gli esercizi online tenere il passo con gli altri no pc at work or home nulla in particolare
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Creating a professional learning community
See you online!
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References
Compton, L. (2004) ‘From Chatting to Oral Fluency: Using chat to improve self-confidence and increase willingness to communicate’, IATEFL Poland, Teaching English with Technology, ISSN 1642-1027, Vol. 4, Issue 1, January, 2004. Available from: http://www.iatefl.org.pl/call/j_soft16.htm#compton
Hughes, J., (2000) ‘The Learning Organisation, Part 1’, CLMS Working Paper 29, University of Leicester. December. Available from: http://www.clms.le.ac.uk/publications/workingpapers/working_paper29.pdf Knowles, M., (1978) The Adult Learner, Gulf Publishing, Houston, TX, 1978.MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). ‘Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation’, Modern Language Journal, 82, pp. 545-562.Mesh, L., Zanca, C., (2005) ‘WebLingu@: blended English language learning’, Journal of e-Learning and Knowledge Society, Edizioni Erickson, Vol. 1, n.2, July, pp.259-270. Pica, T., (1996) ‘Second language learning through interaction: Multiple perspectives’. Working Papers in Educational Linguistics, vol. 12, no. 2, pp. 1-22.
Links» CLA Siena Online: http://moodle.lett.unisi.it/ » Moodle: http://moodle.org/ » e-mail: [email protected]