Transcript Implementing ICT in the Language Classroom

Implementing ICT in the
Language Classroom
Developing Strategies that Work
Sake Jager
University of Groningen
ALT-SURF Conference
10 April 2003
Outline
Topic:
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ICT for Language Learning in Dutch universities
Perspective:
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Head of Centre for ICT and Learning, Faculty of Arts
Former teacher of English
Manager Digitalenklas project (“Digital Language Classroom”)
Issues:
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Language learning at Dutch universities
ICT Strategies
Tradition of CALL
How does Digitalenklas fit in? What is it all about?
What remains to be done
Discussion:
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Comparison UK / Netherlands
What can we learn from each other?
Language Learning at Dutch Universities
Many languages on offer, rapid decline in interest
Nationwide study to improve the attractiveness of
studying languages:
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Repositioning of traditional academic language departments
Arts curriculum based on profiles
Linguistics, Literature, Languages separated, with Language in
subordinate role
No changes yet, future for language studies in the
balance
Difference with UK: few language centres, self-access
facilities
Climate uncertain, but open to change
General feeling that something needs to be done
Innovations
Languages:
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Adoption of Common European Framework of
Reference to define target levels for Language
Learning
All disciplines:
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Introduction of Bachelor-Masters system: changes in
the organisation rather than the content of the
curricula
ICT:
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Full-scale introduction of Virtual Learning
Environments
Campus-wide introduction, central support
Mix of top-down and bottom-up implementation
strategies
Tradition of ICT in language learning
CALL
Late 80’s and early 90’s: teacher as developer (PC,
BASIC, authoring programs)
Commercial CD Roms didn’t catch on
Mid 90’s Hologram:
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Authoring system, primarily for grammar
Tailored to teachers’ needs
Exchange of modules
Cooperation in software development
Still used today
Technology superseded by the web
Late 90’s: Increase in the use of the Web for CALL,
very often on individual teachers’ initiatives
Starting point of Digitalenklas
Language learning in need of change, cannot be
solved by technology alone
Necessity for co-operation between universities
to reduce cost and to foster innovation
Tradition of CALL to be taken into account at
introduction of VLE’s
Overall need to assess ICT technologies in the
face of current ideas about teaching and
learning languages
About Digitalenklas
Two-year project, financed by SURF and
contributing universities (Utrecht, Leiden,
Tilburg, Groningen)
Focus:
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General-purpose VLE’s for Language
Learning
Language-specific application: Ellips
Languages involved: Dutch, English,
Spanish, Arabic
Use of technology
Activities that can be done at the computer (self-directed,
single, pairs, groups) are programmed as such.
VLE’s:
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Potential for task-based, learner-oriented, authentic learning
Used for open-ended activities, communication, discussion
Not optimally equipped for non-European languages
Ellips:
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Closed-type exercises
Adaptivity
Feedback
Unicode support for languages
VLE Demo
Dutch course, University of Tilburg;
Spanish course, University of Utrecht
Main benefits of this part:
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Exchange of ideas about innovative language
teaching methods
Tackling technology and organisational issues
together
Introduction Ellips
Closed-type exercises
Requirement to conduct pre- and postcommunication activities outside language
classroom
Need to practise “mechanical” aspects of
language learning outside classroom
VLE’s better suited for testing than for
training these types of activities
Import of existing Hologram materials
Demo Ellips
Student interface; teacher interface
Main aspects:
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Re-use of materials by using one server
application for development
Coding scheme based on CEF to support reuse of materials (IMS-compliant)
Coding scheme for semi-adaptive exercise
selection
Webrecorder to store student input on the
web for later review
Digitalenklas in a nutshell
Bridges gap between general learning
technologies and language-specific
technologies
Promotes new insights about language
learning: use of open-ended tasks,
authentic materials, etc.
Raises awareness of CEF
Facilitates co-operation and re-use of ICTenhanced language learning materials
Digitalenklas Consortium
For maintaining and expanding project
results
Infrastructure supported and updated
Program modifications
New content development
Distribution of existing content
Charge of annual fee
Further initiatives
Embedding in larger, local or national
initiatives
In Groningen:
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Faculty-wide introduction of Blackboard
Individual Counselling Concept:
Screening and redesign of courses together with
an education (technology) expert
Great interest among staff members to participate
Necessary step for true transformation
Discussion
How does the situation in the Netherlands
compare to that in the UK?
Which discipline-specific initiatives are
there?
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CILT?
LTSN?
What can we learn from each other?