Developing a Critical Facility to Engage Learners

Transcription

1 Online English Developing a Critical Facility to Engage Learners Introduction In 2013, educators from 15 Queensland institutions worked in collaboration to create an online English learning platform known as the Massive Open Online English Course (MOOEC). The lessons provided on the MOOEC cover a range of topics and proficiency levels targeted towards English learners worldwide. This panel will bring together some of those educators involved to talk about their insights into creating online content for international learners, and how to engage students in a digital age. Analysing the online lessons we created as a case study, we will discuss the criteria and benchmarks used to adapt classroom material into an effective online format, and the consideration of how digital technologies can be used to enrich students' learning experience. 1

2 Applications of Online Technology to Engage ESL Learners Offshore and online Creating content to attract and appeal to an international audience Cultural impacts on learner engagement Developing classroom lessons for specific cohorts and adapting content to online formats Bringing online technology into the classroom Creating content for your existing onshore cohort Engaging Offshore and Online Learners Sarah Bissell Griffith English Language Institute (GELI) 2

3 MOOEC for engaging offshore learners Marketing and recruitment Identify potential markets for recruitment MOOEC for engaging offshore learners Marketing and recruitment Extend institutions reach and reputation internationally Showcase our institution/brand and what it represents Try before you buy Engage in collaborative ventures where resources and expertise can be pooled / allocated more efficiently Early engagement of students 3

4 MOOEC for engaging offshore learners Admissions Pre-departure language practice Bridge gap between language results/letter of offer and commencement onshore Provides a cultural orientation to life in Australia Reduce costs for both students and institutions by shortening the time it takes to reach the English language requirement for pathway or degree programs Successful completion of lessons as an administration tool Studying in Brisbane Living in Brisbane MOOEC for engaging online learners Experimentation Creates a space for experimentation with online teaching and learning Captures the digital footprint of learners Large data sets Analytics used to understand global student needs, demands and interests 4

5 Page views by country: Argentina Australia China Croatia Czech Republic Egypt France Hungary Iran Pakistan Portugal Russia Serbia South Korea Spain United Kingdom Vietnam MOOEC for engaging online learners Teaching and learning considerations Instructional design Digitising classroom content vs designing a digital lesson Accountability for what is being taught and learned Understanding of the common conceptions, misconceptions, and difficulties that learners experience online Internationalisation of the curriculum Lessons that serve global interests rather than national priorities 5

6 MOOEC for engaging online learners Content considerations for an online context Interactivity and motivation Fun and enjoyment cited as a reason for exploring online education by 95% of students (Duke University: 2013) Individual in-depth and quick hit lessons Videos for engagement MOOEC for engaging online learners Content considerations for an online context Interactivity and motivation Gamification 6

7 Content considerations for an online context Scaffolded support.. Source material in a scroll or pop - out box Creating achievable questions and unambiguous answers Content considerations for an online context Connectivity and feedback No prescribed teacher-student interactions = creative opportunities for feedback Need to develop and sustain effective peer-to-peer networks to put learners in direct contact with others for authentic communication Discussion boards, posting comments/writing, asking questions that are answered by the community 7

8 Content considerations for an online context Functionality Viewing experience across different devices screen size and touch-screen technology bite-size chunks of information interspersed with activities video format Internet speed and connection 8

9 Cultural Impacts on Learner Engagement Darren Brookes Queensland University of Technology Cultural Bridge to Classroom Video Project (2007) DESIGNING AN ORIENTATION AND TRANSITION STRATEGY FOR COMMENCING STUDENTS: APPLYING THE FIVE SENSES MODEL Associate Professor Alf Lizzio, Griffith University, 2006 Successful students know the value of learning how things are done and what is important or valued in a new culture. (Lizzio, 2006, p. 2) 9

10 Lizzio s Five Senses of Successful Transition Background of Cultural Bridge Videos Cultural Bridge to Classroom trigger videos were designed to enable QUTIC students to adjust to the academic culture of QUT. These videos were incorporated into the blended learning materials for the EAP for direct entry into QUT faculty courses (IELTS 6.5). The videos were used at the beginning of study skills classes to generate discussion around the culture surrounding academic study in Australia. There were seven videos: Asking Questions in Lectures Working in Groups Learning Styles Referencing Learning in Tutorials Appointments & Consultations Time Management 10

11 Cultural Bridge Video Lessons - Interactivity When the Cultural Bridge Videos were integrated into the QUT Blackboard Learning Management System (LMS), they were rendered in Adobe Captivate 7 and teamed up with formative quizzes that not only checked students comprehension but also their ability to understand cultural differences between academic study in their home countries versus Australia. Services and Support Section of the QUTIC Website Cultural Bridge to Classroom trigger videos were uploaded to the college website as an example of what support services the college offers and also to showcase the college facilities. 11

12 Reasons for adapting video lessons to MOOEC Production values and quality of videos very high Consistent style, actors, music, etc. used Targeted topics based on staff and student needs analysis (pre-project scoping) Reliability of resource and low risk Opportunity to showcase the college and resources Getting value out of existing expensive resources QUT resource, no need to obtain permissions, licences, etc. MOOEC Lesson Design for Cultural Bridge Videos Design of lessons encompassed questions related to linguistic competence and cultural competence: Listening for Comprehension All of the students are happy with their marks. - True - False The tutor tells the students to read their criteria sheets. - True - False Listening for Cultural Cues Tutors use criteria sheets all over the world to mark student's essays. - True - False Students need to be more independent in Australia. - True - False The tutor agrees to remark the student's papers straight away. - True - False 12

13 Screenshot of Cultural Bridge Lesson on MOOEC Bringing online technology into the classroom Remy Boccalatte Queensland Institute of Business and Technology 13

14 MOOEC in a pathway provider Current focus of English language by TEQSA identify students requiring English language support develop students ELP and academic language proficiency both prior to and following enrolment (TEQSA terms of reference, 2013) Ensuring appropriate language exit levels achieved Changing student demographic cohort Technological literacy and access MOOEC in QIBT case study All new students diagnosed Linguistic competence analysed Coded against metalanguage categories Frequency of error guides MOOEC content MOOECs communicated through semester End semester assessment Increase in editing ability Decrease in subsequent error 14

15 MOOEC: A closer look Instructional video Short Rationale Common problems Possible solutions Easy to follow guide MOOEC: The exercises Range of question forms Tests concept Allows instant feedback Varying degrees of difficulty 15

16 MOOEC: Empowering teaching Responsibility for language Instant needs analysis Blended learning Flipped classroom Reduce support team workload Peer to peer teaching MOOEC: Institutions not in isolation Cross institutional sharing Exposure to new approaches Solidifying united approach 16

17 Thank you - Questions? 17