teaching practice in lsp and beyond
TRANSCRIPT
Teaching practice in LSP and beyond
Benoît Guilbaud [email protected]
@benguilbaud
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Discussions around two case-studies
Making discussion forums work
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Case study #1
Context
25 final year undergraduates (C1)
English ⇢ French translation (L1 ⇢ L2)
September 2011 - March 2012
Weekly contributions to discussion forums
18 texts18 weeks
1 hour / weekcontact time
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Weekly taskSharing part of the
homework on the forumsCommenting on one
another’s contributions Beno
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The study
Collect student feedback on use of discussion forums for peer-feedback
Measure student engagement with discussion forums
Evaluate impact on performance (contributions / marks)
Evaluate quality of interactions on the forums
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Methodology
3 feedback questionnaires assessing
expectations & satisfaction
pre / mid / post-study
quantitative + open questions
Section(2(–(Social(networking(sites(7(for!all!purposes!other!than!translation
2a.$Are$you$a$member$of$one$or$more$social$networking$sites$(Facebook,$Twitter,$Google+,$etc.)?$Which$one(s)?
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
2b.$If$you$answered$‘yes’$in$2a,$please$place$one$tick$per$line$in$the$following$table:
When using social networking sites (not
for translation purposes)
Never Rarely Sometimes Often Very often Always
Not applicable / don’t know
I log in to my existing member account.
I read other members’ contributions and existing discussions.
I post contributions in response to other members’ activity.
I engage in longer discussions (more than 2 posts) with other members.
When another member has a question, I try and answer it.
Using$social$media$in$an$undergraduate$translation$class$–$a$case$studyPreliminary$questionnaire$X$Benoît$Guilbaud$X$2011
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Methodology
Collection and analysis of
contributions to OADs (Online
Asynchronous Discussions) using
Murphy’s collaboration model (2004)
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Findings
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Feedback
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Feedback
September: “The platform could be useful”
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Feedback
March: “The platform was useful”
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“I think it works really well and is easy to access.”
“Working really well - maybe we could have a similar thing on other modules.”
“It would be useful to have it for other courses.”
“Very useful.”
Feedback
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“Not enough students use it for it to be wholly effective. I think most students just
rely on the contributions of others.”
“It is just down to ourselves to make more of an effort this term, which I will attempt to do.”
Feedback
“Very useful. No improvements needed.”
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Feedback from students who did not find the platform useful
“Make it more easily accessible - link on [VLE]?”
“I have tried to log in a few times but it won’t work so I gave up out of frustration!”
“No one really uses it so it’s not very useful. Maybe if you integrate it into the lesson.”
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Engagement
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Contributions per weekN
umbe
r of c
ontri
butio
ns to
foru
ms
0
13
25
38
50
Week number
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
IdealActual
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Contributions per weekN
umbe
r of c
ontri
butio
ns to
foru
ms
0
13
25
38
50
Week number
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
IdealActual
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Impact of (non)assessment
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Impact of assessment on number of contributions
Guilbaud, 2012 McNeilly & Zhok, 2012
Level: BA Level: MA
Blended learning Distance learning
Not assessed Assessed (10% of unit)
Feedback mostly positive (92%) Feedback “overwhelmingly positive”
Average no. of contributionsper student per week = 0,27
Average no. of contributionsper student per week ≃1
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Impact on student marks
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Aver
age
mar
k (in
%)
30
40
50
60
70
80
Total number of contributions to forums0 15 30 45 60
Number of contributions to OADs vs average mark
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Aver
age
mar
k (in
%)
30
40
50
60
70
80
Total number of contributions to forums0 15 30 45 60
Number of contributions to OADs vs average mark
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Analysis of contributions
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Murphy’s collaboration model(2004)
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Murphy’s collaboration model (2004)
A Producing shared artefacts
B Building shared goals and purposes
C Co-constructing shared perspectives and meanings
P Accommodating or reflecting the perspectives of others
I Articulating individual perspectives
S Social presence
Colla
bora
tion
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A Producing shared artefacts
B Building shared goals and purposes
C Co-constructing shared perspectives and meanings
P Accommodating or reflecting the perspectives of others
I Articulating individual perspectives
S Social presence
Colla
bora
tion
Distribution of contributions per category (% of total)
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Distribution of contributions per category (% of total)
A Producing shared artefacts 0%
B Building shared goals and purposes 0%
C Co-constructing shared perspectives and meanings 33%
P Accommodating or reflecting the perspectives of others 2%
I Articulating individual perspectives 23%
S Social presence 41%
Colla
bora
tion
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Distribution of contributions per category (% of total)
A Producing shared artefacts 0%
B Building shared goals and purposes 0%
C Co-constructing shared perspectives and meanings 33%
P Accommodating or reflecting the perspectives of others 2%
I Articulating individual perspectives 23%
S Social presence 41%
Colla
bora
tion
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Distribution of contributions per category (% of total)
A Producing shared artefacts 0%
B Building shared goals and purposes 0%
C Co-constructing shared perspectives and meanings 33%
P Accommodating or reflecting the perspectives of others 2%
I Articulating individual perspectives 23%
S Social presence 41%
Colla
bora
tion
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A Producing shared artefacts 0%
B Building shared goals and purposes 0%
C Co-constructing shared perspectives and meanings 33%
P Accommodating or reflecting the perspectives of others 2%
I Articulating individual perspectives 23%
S Social presence 41%
Colla
bora
tion
Distribution of contributions per category (% of total)
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Articulating individual perspectives (I)
A
Summarising or reporting on content without reference to the perspectives of others (S)
5%B
C
P
Statement of personal opinion or beliefs making no reference
to perspectives of others (O)18%I
S
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Accommodating or reflecting the perspectives of others (P)
A Coordinating perspectives (C) 1%
B
Introducing new perspectives (N) 0%C
P Indirectly disagreeing with challenging statements made by another participant (I) 1%
IDirectly disagreeing with challenging statements made by
another participant (D) 1%S
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Co-constructing shared perspectives and meanings (C)
A Sharing advice (S) 0%
Responding to questions (R) 11%B
Provoking thought and discussion (P) 0%C
P Soliciting feedback (F) 9%
Posing rhetorical questions (Q) 0%I
Asking for clarification/ elaboration (A) 10%S Sharing information and resources (I) 4%
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Co-constructing shared perspectives and meanings (C)
A Sharing advice (S) 0%
Responding to questions (R) 11%B
Provoking thought and discussion (P) 0%C
P Soliciting feedback (F) 9%
Posing rhetorical questions (Q) 0%I
Asking for clarification/ elaboration (A) 10%S Sharing information and resources (I) 4%
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Co-constructing shared perspectives and meanings (C)
A Sharing advice (S) 0%
Responding to questions (R) 11%B
Provoking thought and discussion (P) 0%C
P Soliciting feedback (F) 9%
Posing rhetorical questions (Q) 0%I
Asking for clarification/ elaboration (A) 10%S Sharing information and resources (I) 4%
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Co-constructing shared perspectives and meanings (C)
A Sharing advice (S) 0%
Responding to questions (R) 11%B
Provoking thought and discussion (P) 0%C
P Soliciting feedback (F) 9%
Posing rhetorical questions (Q) 0%I
Asking for clarification/ elaboration (A) 10%S Sharing information and resources (I) 4%
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Picture by HckySo via flickr.com
Identified issues
Identified issues
Lack of a common goal
Little acknowledgement of perspectives of others
Near-absence of disagreements
50% of questions left unanswered
Near-absence of source referencing & sharing
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Suggested criteria for evaluatingonline collaboration
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!Work in progress
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Input and social presence
Critical thinking and reflective practice
Contribution to common goal
Answering other users’ questions
Referencing and sharing of sources
Little acknowledgement of perspectives of others
Near-absence of disagreements
Lack of a common goal
50% of questions left unanswered
Near-absence of source referencing & sharing
Conclusions
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Beno
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ropo
litan
Univ
ersit
y (U
K), 2
012
Picture by ryancr via flickr.com
Sharing
Foster a culture of participation within the group
Promote sharing resources & crediting sources
© Rovio 2012
Encourage challenging perspectives & reward initiative
State goals to be attained as a group rather than individually
Motivation
Correlation between contribution and performance difficult to establish
Impact of non-assessment on student engagement
Limitations
Students’ technical ability not to be overestimated
Picture by marc falardeau via flickr.com
Extend use of OADs to promote open learning
and beyond...
Promote participation
Train critically-competent and digitally-literate learners
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Belshaw, D., 2011. What is digital literacy? A Pragmatic investigation. Doctoral thesis, Durham University. Available at http://neverendingthesis.com and http://etheses.dur.ac.uk/cgi/latest [accessed 28th March 2012].
Couros, A., 2011. Why networked learning matters. Education in a Changing Environment (ECE) 6th International Conference, Creativity and Engagement in Higher Education, 6-8 July 2011, University of Salford, Greater Manchester, UK.
McNeilly, E. & Zhok, A., 2012. The Online Discussion Board for Translation - An Undergraduate MFL Perspective for the Study of Italian and Russian. In: LLAS: 7th e-learning symposium. University of Southampton, 26-27 January 2012.
Mott, John., 2011. The End In Mind. www.jonmott.com [blog].
Murphy, E., 2004. Recognising and promoting collaboration in an online asynchronous discussion. In: British Journal of Educational Technology, 35(4) pp.421–431.
O’Reilly, T., 2005. Web 2.0. Exteme Interfaces, TTI Vanguard. Geneva, Switzerland 16 September 2005.
Vygotsky, L.S., 1978. Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Wheeler, S., Yeomans, P. and Wheeler, D., 2008. The Good, the Bad and the Wiki: Evaluating Student Generated Content as a Collaborative Learning Tool. In: British Journal of Educational Technology, 39(6), pp.987-995.
Wheeler, S., 2012. Digital Pedagogy: Content is a Tyrant, Context is King. In: NAACE 2012 Annual Conference, 9 March 2012, Leicester, United Kingdom.
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Any questions or comments?
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Group activity
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Group activity 1 (see handout)
In your groups, discuss the following questions and statements:
1. How important is student collaboration and why?
2. In which ways do you currently promote collaboration in your class?
3. Would you use/adapt the proposed model? If so, how?
4. Do you, or do you intend to you assess collaboration? If so, would you
use a setup such as the proposed one? How else would you do it?
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Bring your own vocabulary
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Case study #2
Sydney Uni CC BY-NC-SA 2.0
Oh là là !
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Context
Language for Specific Purposes: medical French - prevalence of lexicon
Y1&2 MBChB undergraduates / two academic years / 71 B2 students
Attempt to increase student engagement, motivation and collaboration
Draw on students’ specialist knowledge and clinical placement experience
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Traditional vocabulary teaching(and maybe learning)
Vocab
???
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Traditional vocabulary teaching(and maybe learning)
Z Z Z
???
Vocab
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Better vocabulary learning
Vocab
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Better vocabulary learning
Vocab+++
Vocab
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What’s in it for…
•Increasing breadth of vocabulary easily and systematically
•Active participants in their learning process
•Collaboratively involved in content design
•Engage with outward-facing learning & OER production
•Reduces need for specialist knowledge
•Keeps students engaged outside of contact hours
•Increases class motivation•Saves time
Students Staff
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How?
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GOOGLE DRIVE QUIZLET
+
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Google Drive• Template list created by tutor for
each topic/fortnight
• Each student adds 5 words and their translations
• Content is checked, curated and completed by tutor
• Final list imported into web 2.0 vocab app Quizlet
• Students learn/revise list for formative test the following week
• Summative vocab test in final exam
Quizlet
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Google Drive
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QUIZLET
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QUIZLET
IOS ANDROID WINDOWS PHONEWEB
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The study
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The study
•End-of-semester questionnaire
•53 open and closed questions
•44% respondents
18/06/2013 11:19Survey Results
Page 1 of 14https://selectsurveys.humanities.manchester.ac.uk/PrintOverview.aspx?SurveyID=9lK34l83
1. Please enter your full name (Optional) (NB: all survey results will be anonymised entirely)
Total Respondents 14
(skipped this question) 15
2. Which of the following units were you enrolled on in 2012-13?
ResponseTotal
ResponsePercent Points Avg
Medical French level 1 7 35% n/a n/aMedical French level 2 9 45% n/a n/aBusiness French"further" level 4 20% n/a n/a
Total Respondents 20 100%
(skipped this question) 9
3. "I understand that my answers may be used and quoted anonymouly for the purpose of the present research study." Click hereto read more.
ResponseTotal
ResponsePercent Points Avg
Yes 20 100% n/a n/aTotal Respondents 20
(skipped this question) 9
4. From which devices did you usually access Quizlet? Tick all answers that apply.
ResponseTotal
ResponsePercent Points Avg
University PC 9 53% n/a n/aPersonalcomputer(includinglaptop)
17 100% n/a n/a
Smartphone 5 29% n/a n/aTablet 0 0% n/a n/aPrinted lists 1 6% n/a n/aOther, pleasespecify 0 0% n/a n/a
Total Respondents 17
(skipped this question) 12
5. From which device did you access Quizlet the most?
ResponseTotal
ResponsePercent Points Avg
University PC 1 6% n/a n/aPersonal computer(including laptop) 14 82% n/a n/a
Smartphone 2 12% n/a n/aTablet 0 0% n/a n/aPrinted lists 0 0% n/a n/aOther (as specifiedabove) 0 0% n/a n/a
Total Respondents 17 100%
(skipped this question) 12
Quizlet survey 2013
Respondents: 29 displayed, 29 total Status: Closed
Launched Date: 05/06/2013 Closed Date: 16/06/2013
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Findings
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Vocabulary learning
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“Quizlet was useful to my learning”
Very usefulUseful
NeutralUseless
Very useless
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“I found that quizlet motivated me to revise vocabulary”
Strongly agree Agree NeutralDisagree Strongly disagree
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Place of useVery often Often Sometimes Rarely Never
Public transports
Home
University& library
Outdoors
Work
Around campus
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Length of revision session
AVERAGE MAX
40 mins 100 mins
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Class-generated vocabulary lists
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“Collaboratively creating vocabulary listsis a good way to encourage student engagement”
Strongly agree Agree Neutral Disagree Strongly disagree
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How important is it that students are included in the design of study materials?
Very importantImportant
NeutralUnimportant
Veryunimportant
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Issues with class-generated listsoccurring “often”
Technical problems 4%
Late entries (delaying test revisions) 29%
Duplicate entries 21%
Inaccurate entries 29%
Irrelevant entries 34%
% of respondents agreeing
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Issues with class-generated listsoccurring “often”
Technical problems 4%
Late entries (delaying test revisions) 29%
Duplicate entries 21%
Inaccurate entries 29%
Irrelevant entries 34%
% of respondents agreeing
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Conclusions
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Conclusions•Experience very positive overall
•High level of student engagement and satisfaction
•Several positive comments in unit satisfaction survey
•Summative test results show very effective learning
•System works best for individual words and short phrases
•Importance of thorough curation of contents by tutor
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Comments
•“Provided there is appropriate oversight this is a fantastic resource.”
•“I will definitely continue to use Quizlet in the future. I have also started
using it to help me learn other areas of my medicine degree.”
•“Quizlet has revolutionised the way I learn vocabulary.”
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• Martin, A., Madigan, D. (eds), 2006. Digital Literacies for Learning. London: Facet publishing.
• Nation, I.S.P., 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Cambridge Applied Linguistics.
• Siemens, G., 2005. Connectivism: A Learning Theory for the Digital Age. In: International journal instructional technology and distance learning, 2(1) [Online]. Accessible at: http://itdl.org/journal/jan_05/index.htm [accessed 27th June 2013].
Group activity
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Group activity 2 (see handout)
In your groups, discuss the following questions and statements:
1. What is the place of vocabulary learning in LSP?
2. Can you cite examples of integration of mobile learning in language teaching?
Have you used it yourself?
3. Can you think of ways to expand or improve on the proposed setup?
4. Can you suggest different ways of encouraging the creation of student-
generated materials?
Beno
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Thank you very much
Benoît Guilbaud [email protected]
@benguilbaud
Beno
ît G
uilba
ud, U
niver
sity
of S
usse
x, 20
17