1 / 21

Developing potential thro ugh independent learning using the VLE

Developing potential thro ugh 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

lenora
Télécharger la présentation

Developing potential thro ugh independent learning using the VLE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developingpotentialthroughindependentlearningusing the VLE Dr Honor Aldred Dr M Chiara La Sala

  2. The project French: levels one and twocorelanguage programme • Compulsory modules • Compulsory components: part of independentlearning portfolio • Supports: • Grammar acquisition • Vocabulary acquisition • Reading skills • Widerlanguageskills

  3. 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)

  4. L1 module marks The same module marks, viewed in 5-mark blocks

  5. L2 module marks • VLE support introduced 2009 • Resultsexpressed as percentages of cohort passing with minimum of 50 / 60 / 70

  6. L2 module marks • Sameresultsagainviewed in blocks of 5 marks.

  7. 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

  8. 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

  9. From Feedback to Independent Language Learning (FILL)

  10. 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.

  11. Survey Feedback

  12. Which of the following tools are you using as part of your course?

  13. Which of the following tools are you finding useful?

  14. 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.

  15. 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.

  16. Outcome

  17. 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)

  18. 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

  19. 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

  20. Lessonslearnt (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

  21. Learning diaries • Your chance to have a look at the learningdiarieswe developed

More Related