Presentation on theme: "Creating Collaborative Models of Course Development and Delivery Inma Álvarez Open Meeting on Less Widely Taught Languages University of London, 15 th."— Presentation transcript:
Creating Collaborative Models of Course Development and Delivery Inma Álvarez Open Meeting on Less Widely Taught Languages University of London, 15 th January 2008
Project Strands HEFCE THE STRATEGIC DEVELOPMENT FUND 2006-2009 Adaptation of OU materials for use under licence (pilot in German) A 2+2 model combining part-time and full-time provision in STEM subject areas Feasibility Study for Collaborative Implementation of Strategic Languages
Feasibility Study for Collaborative Implementation of Strategic Languages Rationale The Parker Report predicted the long-term ‘major political and commercial significance’ of these languages. Knowledge of Arabic and Chinese has been currently identified as of strategic importance for intercultural understanding. Both languages have been recognised as vulnerable subjects. A study into creating collaborative models of course development and delivery in Arabic ( ربي ) and Chinese ( 汉语 / 漢語 )
Partners Aims Map trends in student demand Carry out an overview of current provision and public interest Explore possible collaborative models of course development and delivery The Open University Nottingham Trent University School of Oriental and African Studies University of Portsmouth University of Salford University of Southampton
Additional Aims Address other national priorities in a cost efficient way for students and institutions across England : – widening participation – fair access – stimulating new sources of student demand – enhancing excellence in teaching and learning Follow recommendations by the European Language Council (ELC): –promotion of language learning and linguistic diversity among undergraduates of all disciplines as central to the process of integration and participation
Study Findings: Enrolments Student numbers for Arabic and Chinese have been steadily increasing in the UK since 2002 in all kinds of provision, from secondary to HE. Overall figures remain low compared to traditionally studied European languages such as French, Spanish, German and Italian.
First degree undergraduates 2002-2005 % change 1998-9 to 2001-22002-32003-42004-52005-6 % change 2002-3 to 2005-6 Modern Middle Eastern studies-9%805920995955+19% Chinese-16%605685755850+40% French-19%14400141301393013925-3% Spanish+3%8225825585358655+5% German-17%5875580555505350-9% Italian-5%3005288527552620-13% Russian-15%1535158516001635+7%
Interest in Arabic and Chinese Student profile Most interest among: Younger students Heritage students Reasons Personal interest Work prospects Travel
Programme and mode of study language learning in a classroom flexibility and choice of study time competence in all skills beyond beginner level Preferred routes to language study Among the whole language student population: Business Law or Politics Economics
Recommendations Ensure adequate provision at national level. Expand types of provision. Encourage and reward collaboration. Support promotional initiatives in order to stimulate demand. Develop introductory courses in Arabic and Chinese.
Collaborative Course Models 30 point credit beginners’ courses Flexible itemised structure Focus on global aspects of the languages Curriculum integrating language study and development of cultural awareness Blended approach: printed and online materials Use of new media for interaction and tuition
Benefits for the sector Involvement of multiple institutions in collaborative arrangements building on complementary strengths and expertise of individual partners Mitigation of potential financial risks Design and testing of new models of curriculum development Coordinated development of appropriate teaching materials Effective and far reaching supply to meet demand from students irrespective of their geographical location
Issues for consideration 1.Attracting a variety of students, inducting potential learners on the benefits and challenges of studying Arabic and Chinese 2.Resistance to the use of technology needs to be addressed with adequate induction and promotion of its potential 3.Language specialists are needed to deliver growing provision 4.An effective targeted marketing is essential 5.Funding from the government is needed to support this project as well as students willing to engage with it 6.Intellectual property of the materials and models developed in partnership