School of Modern Languages and Cultures Developing potential through independent learning using the...
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School of Modern Languages and Cultures
Developing potential through independent learning using the VLE
Dr Honor Aldred
Dr M Chiara La Sala
The project
French: levels one and two core language programme
• Compulsory modules
• Compulsory components: part of independent learning portfolio
• Supports:• Grammar acquisition
• Vocabulary acquisition
• Reading skills
• Wider language skills
L1 module marks
VLE support introduced September 2008
Percentages of cohort passing with minimum of 50 / 60 / 70
Issues that confuse the figures:
• Changes in ‘A’ level entry requirements (2006 entry onwards)
• Grammar component spread over 2 years rather than one (2007 entry onwards)
2005-06 2006-07 2007-08 2008-09 2009-100
10
20
30
40
50
60
70
80
90
100
> 50
> 60
> 70
L1 module marks
The same module marks, viewed in 5-mark blocks
20-3
9
40-4
4
45-4
9
50-5
4
55-5
9
60-6
4
65-6
9
70-7
4
75-7
9
80-8
4
85-9
0
0
10
20
30
40
50
60
70
2005-06
2006-07
2007-08
2008-09
2009-10
L2 module marks
• VLE support introduced 2009
• Results expressed as percentages of cohort passing with minimum of 50 / 60 / 70
2005-06 2006-07 2007-08 2008-09 2009-100
10
20
30
40
50
60
70
80
90
100
> 50
> 60
> 70
L2 module marks
• Same results again viewed in blocks of 5 marks.
21-3
9
40-4
4
45-4
9
50-5
4
55-5
9
60-6
4
65-6
9
70-7
4
75-7
9
80-8
4
0
10
20
30
40
50
60
70
80
90
2005-06
2006-07
2007-08
2008-09
2009-10
Student responses
October 2008-May 2009
• Same students at beginning and end of the year
• Slightly reduced confidence in reading books and articles
• All other questions: an increased positive response
I have confidence in my ability to read books and articles in French
I have confidence in my knowledge of French grammar
I am able to identify problems in my knowledge of French grammar
I can resolve problems with French grammar independently
I have developed strategies to improve my command of French independently
I feel comfortable learning independently
0.0 20.0 40.0 60.0 80.0 100.0
Student responses
Comparison with previous cohort of students
• Reading confidence lower
• In all other parameters the positive response is increased in the cohort who have had use of the VLE
I have confidence in my ability to read articles and books in French
I have confidence in my knowledge of French grammar
I am able to identify problems in my knowledge of French grammar
I can resolve problems with French grammar independently
I have developed strategies to improve my command of French independently
I feel comfortable learning independently
2008 cohort
2007 cohort
What has been done
• a standard feedback sheet to be affixed to all language work returned to students;
• a set of instructions for teachers on the use of the feedback sheet;• a set of instructions for students on self-assessment and independent
learning;• an online resource available to students, allowing them to access a
wide variety of exercises for independent study;• a language-learning diary in which students would record problems
identified, actions taken and progress made.
Survey Feedback
The ILLF enables me to learn at a place and time of my
choosing and to be respon-sible for my own learning
Using the ILLF has enhanced the knowledge and under-
standing I gain from oral and written seminars
The ILLF provides useful links to other web-based learning
resources
Assessments and tests available on the ILLF are a
useful way of checking that I understand course material
100%
70%
48%
76%
0%
5%
0%
4%
0%
25%
52%
20%
Unsure
Disagree
Agree
Which of the following tools are you using as part of your course?
74%
91%
30%
80%
Italian Language and Culture Italian Grammar for Finalists Discussion boards for f inalists Language Learning Diary
Which of the following tools are you finding useful?
80%
90%
30%
80%
Italian Language and Culture Italian Grammar for Finalists Discussion boards for f inalists Language Learning Diary
Students’ views on FILL
• The diary organises my thoughts and acts as stimulus for responsible own learning.
• The diary was useful as I could keep a record of my weakness that I need to work on.
• The use of online material gave the opportunity to practice, and the feedback.
• It is quick and easy to use, whilst mistakes are still fresh in one’s mind.
Students’ views on FILL (ctd.)
• All material was useful for testing and it complemented the work done in class.
• The cultural part was a good way to improve knowledge and understanding of Italian.
• I am happier with translations marked from the teacher, rather than checking the model provided on VLE.
• Grammar exercises on VLE are at their most useful when done after the class.
55
54
19
31
0 10 20 30 40 50 60
2007-2008
2008-2009
Enrolled 60%+ Score
57% of Enrolled
35% of Enrolled
Outcome
Lessons learnt
• Extremely time-consuming to develop• Effort required to produce material acceptable to a
technologically savvy generation
• Lot of training necessary in use of software
• Students are more likely to respond well to computer-based learning if it is linked to a specific task for which results or information is needed (e.g. based on Skype or a discussion board)
Lessons learnt (contd)
• Web links to source materials on other sites need checking periodically• Activities may need rewriting if web pages have
disappeared
• Blackboard exercises cannot grade exercises in which students produce authentic language
Lessons learnt (contd)
However:• The provision addresses students’ demands for a virtual
space for learning, and for additional language learning support
• Exam results in both languages suggest students have benefitted
• Level 1 students especially gain guidance in being responsible for their own learning
Lessons learnt (contd)
• Students do feel in general that the materials provided have helped them to understand course material and increase their ability to learn autonomously
• Language learning diaries encourage reflection and a more aware and active attitude to learning