Transcript How to Design, Develop & Deliver Online Introductory

How to Design, Develop &
Deliver Online Introductory
Language Courses
2013 NECTFL - BOLDD Workshop
Thursday 3/7/13
2:00 - 5:00 pm
Loyola Media Center
Abstract
•Online
language learning for basic FLE is a emerging,
volatile field. Members of the BOLDD Collaboratory cover
the basics of design, development, and delivery of
beginning online language courses/programs and target
important questions including:
Important first considerations
Course/program design issues (your reality quotient)
Development: examples of courses, media, materials,
platforms, & technologies
Teacher training
Student selection and preparation
Assessment (formative, summative, programmatic)
Brought to you by BOLDD : Basic
Online Language Design and Delivery
Collaboratory
Today's Guides:
Gretchen Jones, UMUC
Kathryn Murphy-Judy, VCU
via distance:
Ed Dixon, University of Pennsylvania
Who you are:
•
Please introduce yourselves !
What you want from this
workshop
Why you chose this workshop:
Our itinerary
Introductory remarks (+ discussion)
ADDIE & caveats
Analyze
Design: ACTFL Standards & your reality
Develop --> BOLDD & other examples
Implement: preparing teachers and learners
Evaluate: current online programs, tools, languages for the best fit for
your institution, language program, & you.
Real world examples.
Introductory comments
Why is online language learning important to us?
Some factoids:
✓ Over 90% of HEI offer Internet courses (JOLT 2011)
✓ "More public colleges than private for-profits—74.9 percent versus 60.5
percent—say it’s part of their long-term plans." CHE, 2010
✓ At CCs in 2010, "Campuses reported a 22 percent increase for distance
education enrollments" which is "substantially higher" than overall
national post-secondary rates.
✓ Rate of growth in online learning and 6.6% in FL enrollments (MLA 2010)
✓ CALL explosion in online T&L:
BOLDD Collaboratory, CARLA Ning,
NFLC survey, COERLL online materials (see: CHE 11/2011)
✓ MOOCs
Growth in online students
(CHE 11-6-11)
Where do you see online language learning in
relation to your school in five years? Ten years?
ADDIE: the (re)Design
Process
(VCU CTE)
ADDIE up-close
Analyze:
Think/pair/share
•Who will be learners at your
institution? How many?
•What will be the goal of your
online course/program?
Pair
•Who at your school is ready
for online learning
(administration, faculty,
students, community)?
•What are the resources,
support structures and
constraints?
Share
Caveat: misconceptions
Are there problematic rationales and/or
misconceptions behind offering an online
languages ?
Save money?
Provide ‘other’ languages?
Compensate for not having a teacher (or enough teachers)?
Offer flexible learning times, places, modes of delivery?
Student demand? Parent demand? Community demand?
More faulty preconceptions about
online learning...
o
it may be (mis)construed as an 'easy' cashcow
that allows educating without real faculty;
o
ads show learners learning online while asleep or
while working, raising a family, and/or partying full
time.
CC Gary Dennes
(... are these counterproductive images of
online learning?)
BOLDD responses...
... a good, standards based, communicative online course will likely cost
more initially and over time (to keep up with evolving best practices and
technologies).
... there are many languages, but there still need to be ‘live’ teachers and
real communication.
... there still need to be live teachers....
... although time and space is flexible, learning objectives must be met and
progress made: learning in bed, asleep, is not possible even if one is a
hard-working, full time professional trying to earn a degree.
... we can and should optimize digital media, constructivist and active
learning, and social media interactions with peers and native interlocutors.
We’ll address some of these
misconceptions--our and theirs-when we talk how to prepare
learners.
Pre-design issues
Quick survey:
Is your institution and are you ready to offer online
courses?
Is the technology backbone robust enough to deliver
online materials?
Where will the students and the teachers be?
•
If on-campus, is the infrastructure robust and
ubiquitous enough?
•
If off-campus, do students & teachers have the
technology infrastructure and the skills?
Design: start here!
Jot down your thoughts.
Location: within your language program, in a separate
online education sector, elsewhere?
Type: credit-bearing, a certificate, a ‘badge’, a pre-requisite
(for developmental/remedial)?
Numbers: how many learners are you talking about?
Timing: synchronous, asynchronous or both? During the
regular year/semester; in an autonomous, self-paced
environment; developmental or remedial; other?
Platform(s): your LMS, social media, a blend, an available
online package?
Design and Develop Effective
Language Learning Online
•
What do we know about good language
learning?
•
What are the ACTFL Standards and how do
they apply?
•
Which aspects of entirely online delivery might
hinder language learning; which might promote
it?
What makes effective FL
teaching<-> learning
dynamics? like?
Security to take risks
Differentiated learning modalities
Sense of community
Scaffolding
Timely feedback
Curiosity & motivation
Authentic interactions with the
cultures/languages/people
Constructivist/active learning
Do you think any of these are
necessarily NOT available in the
online environment?
Online basic language teaching &
learning may pose special
challenges:
othe
loss of certain channels of meaningful input may
complicate/increase the ‘foreignness’ of the new language
for the novice learner;
olearners may also be novices in learning strategies and
effective practices for language acquisition;
opre-programmed, highly structured delivery mechanisms
could lack the agility to differentiate for individual learning
needs;
otechnical/technological issues may arise for the
institution/host, teachers, and students (FYI: digital natives
are NOT always e-proficient).
The heart & soul of an
effective online language:
course
Basing T&L on the ACTFL Standards 5C’s; guiding
learning within appropriate proficiency (ACTFL/CEFR)
levels and toward the next level; & using active,
communicative, differentiated strategies.
Recognizing and compensating for any lost face-toface communicational channels by maximizing the
affordances of the e-learning venue.
Creating community, engagement, risk-taking (all the
while exercising safe-hex!) with the help of the online
environment.
Developping Online
Courses & Programs
•
UMUC: one of the nation’s largest and most
diverse
•
UPenn: Special students & special
circumstances and moving toward Coursera
•
VCU: a basic French program
•
Other examples
UMUC
UPenn
VCU
Other online programs, tools,
languages: selecting the best fit for
your program
Programs
Tools
What’s available in which languages
Selecting based on your program
Choose one to explore
and report on:
Spanish: UMich Sp103, SpanishMOOC.com
French: CMU OLI, UTx
German: Hauptstrasse 117
LCTL and Critical languages: CCTV Chinese,
Dutch (see MERLOT), CMU OLI Arabic, BYU
HS & http://www.madinaharabic.com/
Commercial: Rosetta Stone, TellMeMore, Live
Mocha, LingQ, DuoLingo
Megasites: Learn a Language Online
(C4ALPT)
Partial Programs &
Resources
Vista Higher Learning Web SAM
Pearson MyLanguageLabs
An increasing number of mobile apps Babbel, Busuu
MERLOT.org for peer reviewed materials
BBC, France 24/7, Deutsche Welle, &
googling!
Teacher Preparation
Teacher Preparation
•Teaching
online is a learned skill with new behaviors &
attitudes that include but are not limited to:
realizing that teaching online is not 'simply' translating
traditional methods onto the online environment
learning to allow students room to grow, make errors, but
being available to them for input, correction...
learning to build community
applying the same standards & outcomes, i.e. content
knowledge, skill acquisition and proficiency growth
keeping up with new technologies and working around the
Teacher Preparation
Instructor/facilitator profiles and habits
Illinois Online Network
Penn State online offers a profiler!
SUNY, too, offers a personal review of readiness/style
Good habits:
CALICO/ACTFL/NECTFL (!)/IALLT(MALLT/NEALLT) /CARLA/NFLTC/LARC/COERLL
Workshops
Marlene Johnshoy's Ning
Joining or creating a collective, like BOLDD.
Sharing with other online
teachers
•
BOLDD Collaboratory
•
Spanish MOOC lurkers: http://ltmooc.com/
Learner Preparation
Images of mobile learning
Where should learners
be while they’re taking an
online language?
Learner Preparation
•Student
success rates in online learning:
5/2011 "only 50 per cent—as opposed to 70-to-75 percent for
comparable face-to-face classes" successfully complete their
courses.
•CHE
Over 20% more students withdraw from online courses than from
f2f at community colleges where e-learning is ubiquitous and
accelerating.
Couple regular online learning success/failure rates to the
complication of onlined-ness + novice low/mid/high reading, writing,
listening and speaking proficiency levels + the lack of visual/sensory
cueing active in the f2f environment+ student attitude/(bad)habits of
'doing' online work 'whenever'=recipe for disaster.
MOOCS have even less successful completion (14%)
Learner Preparation
•Qualities & habits of the successful online learner in general:
• Autonomous,
a.k.a., self-directed
• Collaborative
and willing to buddy-up with other online learners in your class
• Motivated
• Computer
literate and excited to acquire more and better computer skills
• Able
to use email, an internet browser, online programs
• Able
to read and write online (good typing skills help a lot)
• Curious
and eager to learn new things
• Focused
and task-oriented
• Independent
but also willing to ask for help before it's too late!!
UMUC
•
Can Do statements
Discussion:
•
A High Leverage Teaching Practice is
anticipating learner errors. How can this HLTP
be worked into the online course development
and delivery?
Discussion
oHow
can online learning address differentiated
instruction?
Discussion
•
How can the online venue address technical
know-how, troubleshooting, system outages?
Sites for learning about
e-learners & e-learning
•
E-Learn Magazine
•
Ed Dixon
•
Interview: http://www.igiglobal.com/newsroom/archive/interview-edward-dixonfirst-hand/1484/
•
Article: http://www.igiglobal.com/newsroom/archive/trading-textbooksfacebook-social-media/1483/
•
COERLL Carl Blythe’s Blog: Open up
•
The 7 principles (online) Chickering-Gramson
Evaluation
•
Formative
•
Summative of student FL performance &
progress (lesson-unit-course-program),
proficiency gains, 21st century skills &
autonomous learning
•
Teacher performance
•
Online course (program)
The ongoing ADDIE loop
Questions? Comments?
Gretchen Jones [email protected]
Kathryn Murphy-Judy [email protected]
Ed Dixon [email protected]