1. language centre 20-10-2011 From Links to LinkedIn: Scaffolding Language Provision in a Digital Surround Margaret McKinney Ruben Comadina Granson University of Groningen, the Netherlands International E-learning Conference WSU - East London 31 Oct - 1 Nov 2011

2. Overview BlackBoard timeline at the Language Centre Our students End of course aims The challenge Blackboard: the backbone Course Organizer and a centrally-maintained toolbox Conclusion

3. BlackBoard Timeline at the Language Centre September 2000: BlackBoar d 5.3 [Nestor]

4. How it All Began Approx. 120 students of Economics; 45 students of International and European Law BB as an environment to:upload syllabi put announcements send e-mails to SS publish grades list a few weblinks Few teachers working alone on their own BB sites Lack of interest Long menu of lists of links

5. BlackBoard Timeline at the RuG September 2000: BlackBoard 5.3 [Nestor] Septembe r 2006: TVO Project

6. Six Years Along the Line TVO Project (2006 – 2007) Evaluation and adaptation of language courses (English, Spanish, German, French and Italian) Implicit vs. explicit grammar teaching Autonomous learning Peer assessment Total integration of VLE Link to the CEFR

7. BlackBoard Timeline at the RuG September 2000: BlackBoard 5.3 [Nestor] September 2006: TVO Project September 2011: BlackBoar d 9.1

8. Now Language provision for approx. 600 students of Economics; 150 students of International and European Law Framework to scaffold our courses A centrally-maintained toolbox Weekly Organizer Announcements Main communication tool Grade Center Assignments

9. Daily RuG Nestor Users

10. Our Students Different educational and cultural backgrounds Different learning styles and goals

11. International Students at the RuG

12. Top Five Countries for Exchange FL 1.U.K. 2.Spain 3.Germany, France & Czech Republic 4.USA 5.Argentina & Peru FEB 1.Australia 2.Taiwan 3.Mexico 4.Indonesia 5.Sweden

13. End of Course Aims Students communicate effectively orally and in writing Students discover own learning goals and styles Students are equipped with a set of tools for future academic tasks

14. The Challenge “It is a challenge to provide the correct amount of guidance without providing too much direction.” (Raahem & Wankowski, 1981) “Often, instruction seizes executive control when it might be better to scaffold the executive function of the student, helping to decide but not deciding.” (Perkins 1993)

15. BlackBoard: The Backbone The backbone of our courses to create a scaffolded package integrating: Reflection Peer and teacher feedback Autonomy CEFR

16. Conclusion “It is when the individual has to take responsibility for deciding what criteria are important to him, what goals must be achieved, and the extent to which he has achieved these goals, that he truly learns to take responsibility for himself and his directions.” (Rogers 1969)

17. language centre 20-10-2011 From Links to LinkedIn: Scaffolding Language Provision in a Digital Surround QUESTIONS? Margaret McKinney [M.G.McKinney@rug.nl] Ruben Comadina Granson [A.R.O.Comadina.Granson@rug.nl]

18. language centre 20-10-2011 References Clohan, N. & Nichols, T. (2001): Using a VLE to Support Full Time Students at Leeds College of Technology Comadina Granson, R. et al. (2007): INTUIT Toolbox Pilot Year 2 – DIALANG Plus & AWL through Blackboard Council of Europe (2009) : Common European Framework of Reference for Languages: Learning, Teaching, Assessment McKinney, M. (2008): Tool Tip treasure Trove of Articles Perkins, D.N. (1993): “Person-plus: A distributed view of thinking and learning.” In G. Salomon (Ed.), Distributed Cognitions: Psychological and educational considerations (p.100). Raahem, K. & Wankowski, J. (1981): Helping Students to Learn at University Rogers, C. (1969): Freedom to Learn