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The INTUIT project (I) 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
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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 …
