Presentation on theme: "Global Challenges in elearning Southampton University 14 December 2005 Caroline Moore Director IT Services Teaching and Examinations."— Presentation transcript:
Global Challenges in elearning Southampton University 14 December 2005 Caroline Moore Director IT Services Teaching and Examinations
About this presentation British Council experience of elearning for English Language Teaching (ELT) - 20 minutes presentation, 10 minutes discussion. Consider three particular challenges: 1.Different contexts in each country 2.Learner attitudes to (e) learning 3.Teacher attitudes to (e) learning NB there are many other challenges… not least finding the right [affordable] technical “solutions” and making them work. And content.
About the British Council Founded in 1934 Works in 110 countries Purpose is to build mutually beneficial relationships between people in the UK and other countries and to increase appreciation of the UK’s creative ideas and achievements. Core grant-in-aid £178m. Income £193m in 2005/06. Turnover £482m.
British Council Teaching Centres “Direct teaching” of English since late 1930s Expansion in 1980s and 1990s In 2004/5 we taught English to 306,000 students in 53 countries. 2000 teachers taught 1.1 million class hours. Learners are adults (65% - mainly aged 18-35), young learners (25% - 3-17) and “professional development” (10% - mainly business, teacher training)
Elearning experience Developed CDROM content in-house from 1995 to 2005: “Network English” series, YL and IELTS discs Since 1997 we have tried to include elearning in our offer to paying students (limited success, approximately 1000 students taught) Successful launch of free websites for learners and teachers of English 2000 to 2004. Research and piloting of elearning systems 2003 to present.
Free websites for learners and teachers of English CD-ROMs: general language practice, YL and IELTS Authoring tools and creation of ‘high-design, medium- pedagogy’ material Research and piloting of e- learning systems Development & implementation of blended English courses Complex / ambitious media development Learning platform Elearning experience
Challenge 1: different context in each country or “it won’t work here” Different learners and learning needs in each country affects distribution of ability ranges, age groups, learning needs, expectations. Different term times, course duration, number of classes per week. Most students come to (well equipped) BC Teaching Centre premises, but some taught off site. Differing experiences/access to technology and expectations – gap between Tokyo and Cairo. Big range in “affordability” (Tokyo approximately x4 Cairo).
Reasons for studying English The most popular reason for learning English is for improved job opportunities. Improving career prospects is the driving force for many, with social reasons somewhat down the scale.. Reasons for studying English (average) n=1350
learner preferences 1. Diagnostic test 2. Teacher contact (counselling) 3. Revision material 4. Additional material 5. Progress record 6. "Moving faster" (same face to face but progressing faster) 7. Homework system (storage and uploading)
2. Contact with teachers for advice about material 3. Additional and revision material to study 4. A progress record tracking completed work and achievement 1. A diagnostic test for information about what to study The future: integrate elearning with current face to face learning Teacher remains central