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.