Presentation on theme: "Developing and implementing an online module on language learning: lessons learnt Miranda van Rossum, University of Hull."— Presentation transcript:
Developing and implementing an online module on language learning: lessons learnt Miranda van Rossum, University of Hull
History behind the module Part of face-to-face MA in Language Learning and Technology Fairly traditional set-up: –1 hr lecture + 1 hr seminar per week –3-hr exam, no continuous assessment
Reasons for going online Post-graduate Certificate in Advising for Language Learning Target group: –teaching and advising professionals –international
The development process (1) Why Merlin? –In-house –Previous experience –User friendly –Pathway –Portfolio –Exchange
The development process (2) Structure of the module: –12 topics, divided over –3 units –4 sections per unit –section: presentation sources tasks
The development process (3) Tasks: –comprehension –discussion (linking new knowledge to previous experience/knowledge) –analysis (more in-depth engagement with the material)
The development process (4) Assessment: –Two essays –Continuous assessment: participation in discussions submission of analysis tasks
The development process (5) Problems encountered Structure: one size, fits all? –same structure for all modules –discrepancies in size and scope of individual sections Sound recording: –time-consuming –scripting v. spontaneity Discussions: theoretical topics
Implementation: problems encountered (1) Flexibility: university timetable v. personal timetable Assessment: how to assess discussion participation and analysis tasks? Resources: –access to local library –access to Hull’s online resources
Implementation: problems encountered (2) Discussions: –tutor participation –aim of discussions Relating to students online: –Notice Board messages –Mailbox –Who’s Who? pages –prompt feedback
Implementation: problems encountered (3) Relating to students online (student quote): As a man tends to be serious and a woman tends to be talkative and good at avoiding using too formal words, a woman has more possibilities to be a good adviser. But I think it should depends the need of the student and the personality of him or her. I take X, Y and Z for example. Though they are all good language advisers, they are very different. X is good at using encouraging words to arouse my interest in studying, while Y makes me feel relaxed. When communicating with X, I may feel a little nervous, feeling afraid that I am not good enough, but the anxiety makes me to work hard to please her as well myself. With Y I feel free to tell anything, including complaints.
Lessons learnt (1) VLE: development staff should be willing and able to use it Don’t make the module fit the structure, find a structure to fit the module Script your lecture presentations
Lessons learnt (2) Discussions: –ensure questions actually stimulate discussion –aims should be clear –some tutor participation required Continuous assessment deserves special attention May have to be less flexible re. deadlines than you would like
Lessons learnt (3) Institution should have system for dealing with online courses in place Relating to students online is a special skill, and it takes some getting used to.