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From research to practice: designing online/multimedia occupational courses for European certification
CALL 2008Antwerpen, Belgium
August - September, 2008
GexCALL Research Group - University of Extremadura, Spain
Importance of learning foreign languages
Foreign languages required
Creation of language learning courses for occupational purposes with online / multimedia support (Moodle) for officially recognized
professional qualification in Europe.
This R+D project proposes linguistic preparation for meeting equivalency standards as established by the Common European Framework for Languages and Certification for workers in the EU.
The service sectors of tourism and commerce in Extremadura – southwestern Spain were selected.
WHY?Interest and aims of the project
@ Improvement in the formative quality of working professionals for European equivalency recognition in languages as required by national and international certification levels.
@ Creation of web-based (Moodle) multimedia language courses for occupational purposes according to European guidelines for specific jobs.
WHAT?Target Context
Foreign Languages:
• English, French, Portuguese and Italian
Occupational sectors of interest for the region:
• Commerce: shop assistants• Tourism: waiters/waitresses & bartenders
HOW?Course availability in two formats
• On-line Learning
– Tool: Moodle– E-learning– Individualized and
collaborative activities– Education and
evaluation on–line.
• multimedia CD-ROM– Tool: FMI management system content & exercises – Face-to-face, blended and distance learning– Multimedia– Blended follow-up & evaluation
• Objective 1. Study of the Context1.1. FL needs in professional contexts for European equivalency certification.1.2. Examine viability of applying ICT to FL learning for occupational purposes.1.3. Research characteristics of potential users of the application.
• Objective 2. Development of Tools2.1 Multimedia CD-ROM 2.2. Learning on-line (Moodle)2.3. Possible system adaptations.
• Objective 3. Creation of Content3.1. Design study units.3.2. Create interactive multimedia content.3.3. Adapt content to specific needs.
• Objective 4. Evaluation and Analysis of the Teaching - Learning System4.1. Evaluate the content & functioning of the system.4.2. Analyze the results obtained.
WHEN?Objectives & Chronological Development
• Report by the Spanish National Institute of Qualifications (INCUAL).
• Draft of Royal Decree 27/03/2006, regulating the system of professional education for employment. Projected implementation 2013.
• Study on Educational Needs in Foreign Languages of the EU within the Occupational Contexts, elaborated in December 2002 by the National Institute of Employment in Spain.
Reference Documents: Language Competence in Professional Contexts
A1:– Can understand and use familiar everyday expressions and very
basic sentences to respond to very specific needs.– Can introduce him/herself to others, ask and respond to
questions regarding personal information such as where he/she lives, the people he/she knows and the things he/she owns.
– Can interact in simple circumstances when the interlocutor speaks slowly, clearly and can assist him/her in the communicative act.
Minimum Levels of Professional Competence for the Target Occupations.
The Basic User – A 1.
A2:– Can understand commonly used and very basic phrases and
expressions (e.g. basic familiar personal data, shopping, geographical environment, job-related language)
– Can communicate regarding simple routine tasks requiring the exchange of simple and direct information on familiar topics and daily routines.
– Can describe features of his/her surroundings and topics related to his/her general interest.
Minimum Levels of Professional Competence for the Target Occupations.
The Basic User – A2.
ICT Course Demo
• Multimedia knowledge management platform (Moodle) is ideal for creating online applications incorporating all linguistic components and language learning skills.
• Individualized tasks for acquisition of micro-skills: pronunciation, vocabulary, oral practice, reading/writing competence.
• Collaborative tasks for the target acquisition of levels A1 and A2 – the basic user.
• FL equivalency certification needs for professionals to meet national and EU standards for 2013 an achievable goal through ICT language learning.
CONCLUSIONS.
