‘X is for Languages:’ the XML project Creating Xerte learning materials for Modern Languages Kate Borthwick Senior Academic Coordinator, Centre for Languages, Linguistics and Area Studies, 27 th March 2014

2 What is the plan? Work with first year ‘ab initio’ Spanish students Transform an existing assessed task into the medium of Xerte, gaining an understanding of how such tasks fit with module aims and curriculum Offer training and bursaries to other ML students to create learning materials especially in relation to their Year Abroad Deliver training in Xerte (and other tools) Create group of ‘learning design’ champions allied to ‘digital champions’

3 What is Xerte? Free tool for the creation of online learning materials Created by Nottingham University Maintained by a community of developers Enables the creation of online interactive materials Wide range of interactive functions including gap-fill, matching (drag and drop), embedded multimedia c.75 activities Looks similar to powerpoint in presentation/output Example: the dangers of Alcohol

4 Progress so far… Training delivered in Xerte Student creations/presentations completed Pre- and post-task data collected (surveys, focus group) Plans in place for ‘learning design champions’ Plans in place for staff/student workshops Bursaries for other ML students to be announced

5 Challenges/considerations Dealing with innovation on an assessed task - allowing flexibility on software choice - ensuring marking criteria was connected to content and not medium - the challenge of the task Issues with Xerte - technical - task-related

6 Results / what has happened (so far) 12/27 students chose to use Xerte for their oral presentation; others used ppt or Prezi All presentations were of a very high standard and were impressively creative Good use of Xerte and sophisticated use of ppt and Prezi, especially for interactive elements Repetition of content but certainly not dull!

7 Early findings…1 Focussed around: 1)Use of Xerte (or not) 2)Responses to the task Reasons for lack of engagement with Xerte: - lack of time to become technically proficient - technical difficulties - preference for other tools for the task

8 Early findings…2 Our observations: The task/use of Xerte had resulted in an explosion of creativity The repetition and testing in the interactive elements reinforced knowledge for the creator and the audience Students had clearly learnt new vocabulary related to managing the interactivity in the task and gone beyond the parameters of the task Students had found an interesting range of sources online to illustrate their materials/presentations

9 Early findings…3 Student feedback: The novelty of Xerte was appealing: “…it was fun, more than anything…” “I’m bored of powerpoint” Interactivity made the presentation more interesting and “less daunting,” “less formal” Consideration of class/task management “I got insights into how to engage the audience” Sense of achievement and pride Willingness to share with others

10 Tentative conclusions… Began to think about learning design: consideration of audience; language; language level; task design for learning “Through Xerte I have understood how complex it is to create a functional and enjoyable toolkit…the experience taught me precision any aspect that would not be precisely done would be immediately reflected on the outcome e.g. interactive part not working, font size, etc” Students acquired new skills, knowledge and took more control over their own learning becoming producers of content Xerte acted as a catalyst to inspire creativity

11 LOC (Learning Object creator) tool Developed by a team at the University of Southampton Used by 400+ teachers across the UK Simple, user-friendly Creates online interactive materials Designed for teachers by teachers Clear pedagogic approach, based on a tried-and-tested pedagogical model No technical support needed Professional look and feel of learning material for user

12 The LOC model A learning object is a self-contained piece of online learning material with an explicit focus which: is of a consistent size (granularity) supports linear and non-linear approaches is activity-based comprises interactive tasks provides learner scaffolding contains feedback with_technology_V3.html with_technology_V3.html

13 XML project and LOC Training in LOC for students Translation of Italian LOCs into other languages Foundations laid for establishment of learning design champions

14 Thank you! Questions?