The Myths and Realities of E-Language Learning: CULP

1. The Myths and Realities of E-Language Learning:CULP Nebojša Radić nr236@cam.ac.uk Language Centre University of Cambridge University of Cambridge Language Centre

2. The Language Centre of the University of Cambridge ▫ Following a Review in 1999, the Language Centre has now as its Mission “to provide language-learning opportunities to all members of the University “ ▫ Dual challenge of quantity and quality: - Quantity: in terms of increased numbers of learners - Quality: in terms of varying and diverse needs ▫ The “John Trim” Independent Learning Centre: - Self-access to resources in 150 languages (multimedia, print, online, CD ROM, DVD, satellite TV) - Discussion groups - Learning advisors ▫ Taught courses since 2000: CULP, Pressland Fund, EAP University of Cambridge Language Centre

3. CULP The Cambridge University Language Programme ▫ Non-specialist language learners University of Cambridge Language Centre

4. CULP: some basic facts • French, German, Italian, Spanish & Chinese • 1,100 students • 58 groups • 18 teachers • 4 teaching rooms • Teaching: 12-7pm in Michaelmas/Lent 10am-7pm Long vacation University of Cambridge Language Centre

5. Fees ▫ Students - £ 40 ▫ Staff - £130 University of Cambridge Language Centre

6. Student numbers University of Cambridge Language Centre

7. Enrolments University of Cambridge Language Centre

8. Enrolments per language ’04/’05 University of Cambridge Language Centre

9. Enrolments ’04/’05 University of Cambridge Language Centre

10. Student background ▫ 53 different countries of origin (’02 data) ▫ Most from the UK - 41% ▫ 60 different mother tongues: - English - 63% - German/Chinese - 6 % - Greek, Spanish, Italian & French - 3-4% ▫ 60% graduates ▫ 32% were undergraduates ▫ 8% staff ▫ ONLY 15 % with experience in computer-mediated language instruction University of Cambridge Language Centre

11. Delivery University of Cambridge Language Centre

12. CULP and distributed-Learning Classroom + Multimedia interactive materials delivered online University of Cambridge Language Centre

13. Distributed-learning “...A distributed learning environment is a learner-centred approach to education, which integrates a number of technologies to enable opportunities for activities and interaction in both asynchronous and real-time modes. The model is based on blending a choice of appropriate technologies with aspects of campus-based delivery, open learning systems and distance education. The approach gives instructors the flexibility to customize learning environments to meet the needs of diverse student populations, while providing both high quality and cost-effective learning. .. For example, we now have courses for fully registered, on-campus students where a substantial part is available on the Web or on CD-ROM. Students can access this material at any time, from either terminals on the campus, or from home. It certainly makes the course more easily accessible and convenient for students than attending lectures at a set place and at a set time. However, these students have to be 'resident', i.e. available for lectures. This is certainly distributed learning, but it is not distance learning. Nor is it open learning, since students have to meet all the stringent entrance requirements to be registered as a UBC student.” Bates (1996) University of Cambridge Language Centre

14. Why distributed learning? ▫ Pedagogical considerations: - Authentic materials delivered online - Flexibility in time, space and pace - Caters for a diversity of learning paces, styles, needs and proficiency levels ▫ Practical considerations: - Flexibility in time and space - Student numbers Vs classroom space - Student attendance University of Cambridge Language Centre

15. Two distinct learning environments ▫ The ONLINE ▫ The CLASSROOM University of Cambridge Language Centre

16. The online ▫ Interactive multimedia materials designed and produced in-house - Delivered online - Accessible on any computer ▫ Key features: -Video/audio input - Language functions (audio) - Activities (comprehension, extension, manipulation, production) - Grammar notes - Cultural notes (audio) - Interactive self-test - Audio Glossary University of Cambridge Language Centre

17. The classroom - 20 students - Networked multimedia and DVD capable computers - Audio/video players - White boards - OHP University of Cambridge Language Centre

18. Pedagogical aspects of the two environments ONLINE - Input - Noticing - (Non)open-ended communication exercises - Asynchronous discussion forums? CLASSROOM: - Social aspect - Communication (role-plays → open-ended comm.) - Negotiation of meaning University of Cambridge Language Centre

19. CULP methodology ▫ Learner support > student as independent, life- long learner ▫ Focus on listening, speaking and reading skills ▫ Functional-notional syllabus promotes transactional and situational language University of Cambridge Language Centre

20. The challenges Key areas: 1. Online materials development as part of an “action research cycle” 2. Integration of the online <> classroom 3. Students as “Life long language learners” 4. Teacher training: - Application of technology in materials development - Methodology of communicative teaching with tech. 5. Sustainability University of Cambridge Language Centre

21. The “action research cycle” ▫ Evaluation ▫ Analyses ▫ Report ▫ Design ▫ Development: - Content providers - Web page designers - Programmers - Audio/visual technicians University of Cambridge Language Centre

22. Integration online <> classroom ▫ CULP does not feature a textbook ▫ What skills? - Online: Mainly listening and reading - Classroom: Mainly speaking, communication ▫ Two technologically defined environments into a pedagogically meaningful one University of Cambridge Language Centre

23. Teacher training ▫ Part-time teachers in ongoing training: - Online content provision - Principles of communicative language teaching - Teachers as learner support - Retention and professionalisation of teaching cadre - Materials development for classroom presentation University of Cambridge Language Centre

24. The “best” methodology “Despite the appeal of methods, their past history is somewhat of an embarrassment. Studies of the effectiveness of specific methods have had a hard time demonstrating that the method itself, rather that other factors, such as the teacher‘s enthusiasm or the novelty of the new method, was the crucial variable. Likewise, observers of teachers using specific methods have reported that teachers seldom conform to the methods they are supposed to be following.” Richards (1990) University of Cambridge Language Centre

25. The Importance of the:VARIABLES - Institutional context - Pedagogical context - Motivation - Students’ cultural, linguistic, educational background - Learning styles … etc. University of Cambridge Language Centre

26. And the role of: CUSTOM MADE TEACHING/LEARNING MATERIALS University of Cambridge Language Centre

27. Sustainability ▫ University ▫ Fees revenue ▫ Seminars (UCLES) ▫ Projects with partners (LAYF with BBC, EAYF with Tsinghua University) ▫ Implementation in other institutions ▫ Junior CULP University of Cambridge Language Centre

28. Junior CULP ▫ With St Ivo and Impington VC (supported by the DfES) ▫ At the U of Cambridge LC ▫ Pilot in summer ’04: 11 students ▫ Fully-fledged pilot in ’04/’05 ▫ St Ivo and IVC: 76 students - 56 French intermediate - 20 Spanish basic ▫ 3 intensive weeks (75 hrs), 3 Saturdays (15 hrs) ▫ Server installed in schools, web page, asynchronous discussion forum ▫ Total: 120 hrs of which 90 hrs F2F and 30 hrs online ▫ Model for other institutions? University of Cambridge Language Centre

29. Junior CULP impactPart 1 Dear Government, I am a pupil at St. Ivo school in St. Ives, Cambridgeshire and I am writing to thank you on behalf of our year group. You selected our school to participate in a language course. We were very happy to hear about this news as we had the chance to go to Cambridge Language Centre to study intermediate French and beginner Spanish. Spanish was very popular due to the school not being able to teach us it so everyone was looking forward to it. The first sessions were on a Saturday and I expected it to be a huge centre with lots of computers. Of course when I got there it was different but I still enjoyed it. It is smaller than I thought with lots of computers and with about 500 different languages coming to the Centre via aerials. University of Cambridge Language Centre

30. Part 2 Everyone was really excited on the bus and we just couldn’t wait to get there. As soon as we got there we split up into the Spanish and French groups. I was in the Spanish group so that’s all I can tell you about, we sat down, received our folders, and then we were shown around the centre and went back into the classroom to start learning. Every so often we would go into the computer suite and fill in work sheets to do with the project. The day was fabulous and the next one is a Saturday in February. We just can’t believe what a valuable course this is. Everyone is really pleased that you chose us and we can’t thank you enough. Thank you, Zoe London University of Cambridge Language Centre

31. SCHML workshop questions • Appropriacy of the medium: benefits pedagogically/managerially rather than ‘just because it’s there’ • Development of courses/materials: investment required both financially and in terms of staff time; • Maintenance and updating: investment required both financially and in terms of staff time; • Staff development requirements for both development and delivery; • Workloads: saving ‘traditional’ contact time but at what costs in terms of on-line delivery time (how do we combat the notion in management that it frees up time for other activities, how do we calculate workloads in terms of contact hours per week for staff etc…..) • How is e-learning effective and in what areas of language teaching? • Definitions of e-learning: e.g. synonymous with distance/blended/independent/distributed learning: do we know what we mean by these? University of Cambridge Language Centre

32. E-languages: myths and realities ▫ Appropriacy of the medium: benefits pedagogically/managerially - Authentic audio/visual input - Multimedia learning tools - Appropriate use of F2F and of online - Flexibility in time, space, learning style and pace - Room allocation issues University of Cambridge Language Centre

33. ▫ Maintenance and updating: investment required both financially and in terms of staff time: - The learning environment of the new generations! University of Cambridge Language Centre

34. ▫ Development of courses/materials: investment required both financially and in terms of staff time: - Different type of engagement - Custom made multimedia materials University of Cambridge Language Centre

35. ▫ Staff development requirements for both development and delivery: - Ongoing teacher training University of Cambridge Language Centre

36. ▫ Workloads: saving ‘traditional’ contact time but at what costs in terms of on-line delivery time (how do we combat the notion in management that it frees up time for other activities, how do we calculate workloads in terms of contact hours per week for staff etc…..) “A teacher who fears being replaced by technology should be replaced!” Unknown University of Cambridge Language Centre

37. ▫ How is e-learning effective and in what areas of language teaching? - Audio/video - Satellite TV - Audio enhanced glossaries - Asynchronous discussion forums - Flexibility in time/space/pace/learning style INPUT (receptive skills) Vs OUTPUT (reproductive skills) - social context - open ended communication University of Cambridge Language Centre

38. ▫ Definitions of e-learning: e.g. synonymous with distance/blended/independent/distributed learning: do we know what we mean by these? - Distance - Blended/distributed - Independent University of Cambridge Language Centre

39. Cambridge University Language Programme University of Cambridge Language Centre