Eurocall Conference Granada September 4-7, 2006 Large scale implementation of blended language...

Eurocall Conference Granada

September 4-7, 2006

Large scale implementation of blended language

learning environments(BLLE)

Alessandra Corda, Petra Heck Universiteit Leiden / Tilburg University

General background• English: language of instruction in almost

all MA courses in the Netherlands (from 2006-2007)

• English competence level Dutch students: C1 receptive skills, B1 productive skills

• International students: generally lower level

• Great demand for academic English courses (both students and staff)• focus on speaking and writing• need for differentiation

The INTUIT project (I)• 1-1-2006 - 31-12-2007

• 6 university language centres

• Development of an ICT enriched learning environment to support English for academic purposes

• No distance learning, blended learning

• Target group: 10,000 students every year

• 2006: 12 pilot projects, 2007: large scale implementation

The INTUIT project (II)

• Pedagogical aims: implementation Common European Framework and autonomous language learning

• Pilots: – Diagnostic testing (Dialang and Set 10)– Language practice (Ellips and Academic

Word List)– Guidance (web based language portfolio)

• Blackboard

Success and failure factors

Implementation BLLE influenced by:

• Relation between computer-supported and non computer-supported activities

• Teacher professional development

• Technical constraints

Relation between computer-supported and non-computer supported activities

• On the basis of which factors do teachers decide which activities should be supported by the computer?

Computer-supported vs non computer supported activities

• Added value computer:– “tutor” function (interactive exercises;

focus on receptive skills) – test function– organizational function (teacher

centered: Blackboard)

• But: focus on productive skills added value computer:– “tool” function (support for speaking

skills) – portfolio function (student centered)

Relation between computer-supported and non-computer supported activities

• Which computer-supported activities are perceived to be most effective by teachers and students, and why?

• Grammar– diagnostic interactive tests (Blackboard); – on the basis of the results students are

advised to do specific interactive exercises (Ellips)

• Why? Differentiation; more efficient use of contact hours. Remedial teaching.

• Speaking skills: – self assessment through can-do statements

portfolio with recorded monologues – self reflection, feedback

• Why? Differentiation; stimulating autonomous learning and self reflection

Relation between computer-supported and non-computer supported activities

• For which functions is the computer now mostly used and why?

Use of ICT at the start of the project

• 2 Language Centers (LC): only links

• 2 LC: tests (QPT, Dialang), digital language lab

• 2 LC: Blackboard, interactive exercise (1 LC: also digital language lab)

For which functions is the computer now mostly used and why?

1. Placement and diagnostic testing (also web based: SET 10, Dialang)

2. Digital language labs; Blackboard; interactive exercises

3. Language portfolio

Why? - time saving- efficiency

Conclusion

New pedagogy under construction …

Contact

a.corda@let.leidenuniv.nl

p.a.m.heck@uvt.nl