Student engagement in a multimedia setting

Karin Duffner

Centre for Excellence in Multimedia Language Learning

Forum for Innovation in Teaching and Learning

Lunchtime seminar - 19 November 2008

Outline of Talk

a. Digital labs: the potential & the realityb. Designing pedagogyc. Examples of innovations to enhance student

engagement

CEMLL’s Aim

….exploring pedagogical effectiveness of multimedia language labs.

• Add pic

Using classroom management software

Staff can use technology to monitor progress

Students can raise their “hand” to seek help.

Digital Language Labs – the potential

Dynamic Teaching Environment

a set of tools for:• presenting teacher/student screens• sharing files & applications • accessing information• monitoring comprehension• secure assessment

Multimedia Environment

access to variety of media: • CD, DVD, media files (digitised)• streaming audio, video• satellite television• WWW sites & communication tools• WebCT (University VLE )

Teaching Methodology

combine the benefits of: • computer-assisted learning• face-to-face teaching • peer interaction plus

• access to the Multimedia Resource Unit for independent learning

Digital Language Labs – the realityGroup discussion, CEMLL UK Symposium – 16/06/‘08We don’t know

what to do with them! Help!

CEMLL Survey of UK Higher Education institutions

> 70% have access to at least one multimedia language lab

However…..• existing multimedia labs are not being used to their full potential

as state-of-the-art teaching facilities• used simply as ordinary classrooms with little or no use being

made of the unique technological advantages they offer

…..absence of suitable exemplars

of appropriate pedagogy

Need for Pedagogical Design

Perhaps it is not

“the particular delivery technology….rather, the design of the course that determines the effectiveness of the learning”

(Rovai, 2002)

Design: in search of a model

Conversational framework – Laurillard (1997, 2002)

E-Moderating model – Salmon (2000)

Taxonomy of educational objectives – Bloom (1956)

Seven principles for good practice in undergraduate education – Chickering & Gamson (1986)

Four views - Bransford, Brown and Cocking (1999)

The process of learning model – Laird (1985)

[…many more…Mayer (2001), Biggs (1999), Collis (1999), Conole & Fill (2005)…….]

The process of learning model Laird (1985)

educator

Key Projects

Plan

Implement

Monitor

Evaluate

Revise Plan for subsequent

implementation

1. Teaching for Transition 2. Task-based Learning3. Irish Pronunciation4. French Translation5. Supporting the Year Abroad

6. Interactive Interpreting

Cyclical Framework

“different learning outcomes are best learned through particular types of learning activities” (Prensky, 2000)

Some multimedia resources used

WebCT Vista University VLE to support course management

Hot Potatoes web-based exercises, multiple choice tests

CALL software (s/w)

language specific programs,

electronic dictionaries

editing & recording s/w

audio e.g. Audacity

video e.g. Windows Movie Maker

playback s/w Windows Media Player, RealPlayer

online tools & resources

freesurvey tools, wiki, websites, YouTube

Camtasia screen capturing software

SONY Soloist / SCVR

audio comparative recording,

lesson editing software suitable for interpreting

classroom management s/w

e.g. Sony Virtuoso, SmartClass Visual Interface

1. Teaching for transition

Digital tools

WebCT: computerised tests

Hot Potatoes exercises

CALL software

to diagnose strengths / weaknesses &

to assess prior knowledge to note ability levels & monitor progress

to enhance learning, provide variety,

to acknowledge different learning styles

Aims: 1. To aid the transition between school and university2. To enhance student awareness of weaknesses in grammar

Reaction of students

• Positive feedback – 70% of respondents felt technology made positive contribution to

learning grammar– students wanted more exercises, especially those available online

• Motivational Value - diagnostics test revealed their weaknesses

“I think that Hot Potatoes was an excellent way to learn main grammar points”

“…like the way you have to keep working before you are given a clue or answer”

2. Task-based learning

Aims: Language Acquisition1. investigate use of technology in oral classes using TBL

approach2. increase student participation in conversation classesHot Potatoes students create crosswords for each other

- > fun, friendly competitionAudio editing & recording

students record their voices, interview peers

- > encourages self-evaluation & monitoringOnline survey tool students develop & complete surveys in class

- > immediate language focus, sense of ownershipVideo- jigsaw students sequence video clips in correct order

- > opportunity for negotiation, discussion, collaborationVideo-dubbing students summarise story in own words

- > help student find own voice, authentic materials used

Role of Multimedia in Languages

• inherent interactivity -> rich collaborative activities, student-led • SLA methodology currently favours knowledge construction • project/task-based learning - the real forte of digital media &

technology enhanced tools • learners engage in the creation of “comprehensible output”

(Swain)

…language study requires intensive interaction. ..and access to advanced educational technology (e.g. audio, video, multi-media & computing facilities).

www.qaa.ac.ukMultimedia capabilities…..enable the profession to incorporate much needed sociolinguistic authenticity into the L2 classroom. (Meunier,’94).

3. Irish pronunciation

Digital tools Audacity: voice recording

WebCT: portfolio of recordings

PowerPoint notes

U. of Iowa animated website

Use of “authentic” audio / video(TG4, Radió na Gaeltachta)

to self-evaluate, for teacher to assess

to monitor process/product, set own goals

to support learning

to understand theory behind phonetics

to recognise pronunciation, provide variety, acknowledge different learning styles, experience community of practice

Aims: 1. to adopt a dynamic solution to teaching Irish pronunciation2. to develop resources for use with students

Students’ comments

access issues

eye strain

intense!

can be impersonal need for balance (non-computer

related activities)

teaching material easily visible

resources readily available immediacy of activityseamless integration

allows individualised instruction, 1:1

efficient use of class-time independent learning, greater

autonomy increases IT literacy

presents subject in modern way

Likes Dislikes

4. French translation

Digital tools WebCT: translation activitiesonline reflective logWiki: group translation tasksVideo-editing software: subtitlingElectronic dictionariesWeb-based resources

to assess abilityto self-evaluate, develop awareness to collaborate, to peer-review to provide applied context for translation to provide lexical support to compare standards of translations

Aim: to provide a flexible, student-centered approach to teaching

translation skills in a second year French translation module

Example of activity - wiki

• Collaborative translation work• Comment on translations• Archived access to translations over semester• Selective Release of information / exemplary model translation

“I felt that the class demonstrated the subtleties of the meaning of words. I

began to see how the choice of word is not

necessarily what it looks like in English”

“Checking related websites helped me

understand the context and get a feel for the

language”

“Very helpful, I have realised it is important to look at different

dictionaries to find the correct word to use.”

5. Year Abroad Support

Innovations in developmentPedagogical need: adequate preparation prior to trip, maintain contact

with University & encourage reflection while abroad -> need for centralised communication platform

Aim: To facilitate student learning and pastoral support online

• Support/administrative materials on WebCT• Pastoral meetings via synchronous chat tools• Completion of online assessments• Development of online e-portfolio of information on year abroad

destinations• Use of multimedia lab technologies for year abroad preparation

classes

6. Interactive Interpreting

Innovations in development

Pedagogical need: skilled area, lots of practice & repeated testing required -> need for digitised content & regular access to materials, also ease of capture of student work

Aim: To provide support materials to encourage student interpreting practice beyond the classroom

• Banks of listening dialogues (in mp3 format) available on WebCT• Access to interpreting transcripts for self-assessment• Self-practice tools (Wimba) for students to practice and self-

assess/tutor to monitor

Progress

At University of Ulster• Labs heavily-used for teaching, both in Coleraine and Magee• Multimedia Resource Unit frequented by languages and media students• More languages staff adopting aspects of technology in their teaching • Positive student attitude, evidence of increased motivation and

engagement• Approaches commended by external examiners, noted in Revalidation• Multimedia approaches embedded in course structure

Nationally • CEMLL dissemination events in UK well-attended and received, growing

momentum and recognition• Increasing interest in CEMLL Multimedia Lab Teaching Award • Establishment of network of practitioners• Collaborative venture to produce a Good Practice Guide

Issues

Practical• timetabling• access for staff & students• safe environment to practice,

prepare materials• staff turnover / skills development

Technical • server management issues• software incompatibilities• lab maintenance / updates• security• copyright

Pedagogical• time: (sourcing appropriate tools, developing

materials, devising methodology, evaluating)

• aligning aims: (teaching goals/student assessment/institutional practices/evaluation)

• dissemination (examples, getting the word out there)

• changing practice / exploiting technology

Future Plans

Multimedia Lab Teaching Awards

Good Practice Guide

Languages Workshops - Coleraine, 20th Jan. ’09 & Magee, 21st Jan. ’09

Launch of new multimedia language lab - Belfast campus, 22nd Jan ‘09

CEMLL pre-conference workshops - at the Subject Centre e-Learning Symposium ’09, University of Southampton, 29th Jan ’09

3rd CEMLL Symposium - Belfast, September ‘09

Thank you very much for listeninghttp://cemll.ulster.ac.uk

References • Bloom, Benjamin S. (editor). 1956.Taxonomy of educational objectives:

Book 1, Cognitive domain. New York: Longman. [http://www.sil.org/lingualinks/Literacy/ReferenceMaterials/

BibliographyLiteracy/Bloom1956.htm]• Bransford, J., Brown A., & Cocking, R. (1999) How people learn: brain,

mind experiences and school. Washington, DC: National Academy Press.

• CEMLL report (2008) [online] Report on Multimedia Language Learning in Higher Education in the UK. [http:///www.cemll.ulster.ac.uk]

• Chickering, A. & Gamson, Z. (1986) Seven Principles for good practice in undergraduate education. The Wingspread Journal, 9(2) [http://www.csuhayward.edu/wasc/pdfs/End%20Note.pdf]

• Laird D., (1985). Approaches to Training and Development. Reading, Massachusetts: Addison-Wesley.

References cont.• Laurillard, D. (2002) Rethinking University Teaching: a conversationalframework for the effective use of learning technologies. 2nd ed. London:RoutledgeFalmer• Meunier, L. (1994) Computer-assisted language instruction andcooperative learning. Applied Language Learning, 5(2)• Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon.NCB University Press, 9(5)• Rovai, A. P. (2002) Building Sense of Community at a Distance. International Review of Research in Open and Distance Learning 3(1) [http://www.irrodl.org/content/v3.1/rovai.html]• Salmon, G. Eds. (2000) E-moderating: the key to teaching and

learning online. 2nd ed. London: RoutledgeFalmer• Swain, M. (1985) Communicative competence: Some roles ofcomprehensible input and comprehensible output in its development. In

S. Gass & C. Madden (Eds.), Input in second language acquisition. Rowley, MA: Newbury House.

Conversational Framework

Laurillard http://edutechwiki.unige.ch/en/Laurillard_conversational_framework

Seven Principles for Good Practice in Undergraduate Education

Chickering & Gamson (1986)

Taxonomy of educational objectives

Bloom (1956)

http://www.learningandteaching.info/learning/bloomtax.htm

An Effective Learning Environment

• learner-centred• knowledge-centred• assessment-centred• community-centred

as described by Bransford, Brown & Cocking (1999)

E-Moderating model

Salmon (2004) 5 stage model of teaching and learning online