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language centre 20-10-2011 Margaret McKinney Ruben Comadina Granson University of Groningen, the Netherlands International E- learning Conference WSU - East London 31 Oct - 1 Nov 2011
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language centre
20-10-2011
Margaret McKinneyRuben Comadina GransonUniversity of Groningen, the Netherlands
International E-learning
Conference WSU - East London 31 Oct - 1 Nov 2011
Overview
BlackBoard timeline at the Language CentreOur studentsEnd of course aimsThe challengeBlackboard: the backboneCourse Organizer and a centrally-maintained toolboxConclusion
BlackBoard Timeline at the Language Centre
Septembe
r 2000: Blackboar
d 5.3 [Nestor]
How it All Began
Approx. 120 students of Economics; 45 students of International and European LawBB as an environment to: upload syllabi
put announcements
send e-mails to SSpublish gradeslist a few weblinks
Few teachers working alone on their own BB sitesLack of interestLong menu of lists of links
BlackBoard Timeline at the RuG
September 2000:
Blackboard 5.3
[Nestor]
September 2006:
TVO Project
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
BlackBoard Timeline at the RuG
September 2000:
Blackboard 5.3
[Nestor]
September 2006: TVO
Project
September 2011:
Blackboard 9.1
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
Daily RuG Nestor Users
Our Students
Different educational and cultural backgrounds
Different learning styles and goals
International Students at the RuG
Top Five Countries for Exchange
FL1. U.K.2. Spain3. Germany, France
& Czech Republic
4. USA5. Argentina &
Peru
FEB6. Australia7. Taiwan8. Mexico9. Indonesia10. Sweden
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
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)
BlackBoard: The Backbone
The backbone of our courses to create a scaffolded package integrating:
Reflection
Peer and teacher feedback
Autonomy
CEFR
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)
language centre
20-10-2011
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 ArticlesPerkins, 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
