Language learning through a MOOC - Eurocall2015 - University of Groningen
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Language learning through a MOOC. Course Design and reflection on the first online foreign language course on FutureLearn at Eurocall 2015 (University of Padua)
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Language learning through a MOOC - Eurocall2015 - University of Groningen
- 1. Language learning through a MOOC Course design and reflection on the first online foreign language course on FutureLearn Jeroen van Engen University of Groningen Language Centre
- 3. March and June 2015 • 3 educators • 33,890 and 16,242 learners • 31 videos, 39 audio recordings, 31 quizzes • 3 writing tasks • 1 speaking task
- 4. Development Birgit Lijmbach Margriet Hidding Jeroen van Engen
- 5. Quality and Views on LT • Language of instruction = target language • Communicative Language Teaching • Aims of LT in terms of the CEFR • Pronunciation, vocabulary, grammar tools to enhance the students’ communication skills
- 6. Content 1. FutureLearn 2. Introduction to Dutch 3. Data 4. Discussion
- 7. • The Open University • 69 partners from around the world • Mobile, tablet and desktop • 02-2015: 1 million • 25-08-2015 > 2 million
- 8. • Learning through storytelling • Discussion for learning • Visible learning (John Hattie) • Community supported learning (Diana Laurillard)
- 9. Introduction to Dutch • 3 weeks / 9 hours: 100 steps / activities • Videos, audio, articles, quizzes • Comments, reflection and writing invitation • Mark as complete: to-do list
- 10. Course design • Topics: – Week 1: introducing yourself – Week 2: talking about family, work and study – Week 3: living in the Netherlands • Up to a lower A1 (CEFR) • English and Dutch
- 11. Course design • MOOC Exploring English – British Council • Handboek Nederlands als tweede taal (Bossers, Kuiken, et al 2010/2015) • Nederlands in gang (Lijmbach, De Boer, Van der Kamp, 20) • Language MOOCs, Providing Learning, Transcending Boundaries (Martin-Monje, Bárcena, et al 2015)
- 12. Course design: practical • Introduction • Language input • Language focus (+ reflection on learning) • Useful phrases • Summary + Writing + Audio samples • Culture
- 13. What they already know Language input Language focus Useful phrases Summary Culture Reflection on learning (week 1-2) Writing (week 1-3) Speaking (week 3)
- 15. Language input Video / Audio L2 (2 dialogues) Audio L1 (1 dialogue)
- 17. Read and learn vocabulary Audio with missing words Dutch - English
- 18. Language focus: grammar Video / text / quizlet Quiz
- 19. Grammar items 0 5 10 15 20 25 30 35 week 1 week 2 week 3
- 20. Useful phrases Week 1 Week 2 Week 3 • Alphabet • Counting • Time • Greeting • Make a suggestion • Pay
- 21. Useful phrases Audio VIdeo Audio / text Quiz
- 22. Vocabulary in Quizlet • Accessible on all devices • Register study progress – Words – Phrases – Grammar items
- 23. Vocabulary in Quizlet • Registered learners: – March: 1% (410) – June: 11% (1711)
- 24. Vocabulary • Phrases – March / June: 46 • Vocabulary – March: 655 – June: 369 0 50 100 150 200 250 300 week 1 - vocabulary week 2 - vocabulary week 3 - vocabulary March June
- 25. Phrases 0% 20% 40% 60% 80% 100% 120% March-Registered March-all June-Registered June-all week 1 - phrases week 2 - phrases week 3 - phrases
- 26. Vocabulary 0% 20% 40% 60% 80% 100% 120% March-Registered March-all June-Registered June-all week 1 - vocabulary week 2 - vocabulary week 3 - vocabulary
- 27. Authentic audio samples • Students from Zagreb, Beijing, Sheffield, Vienna • Week 3: record yourself • Soundcloud – Accessible on all devices – Soundcloud channel
- 28. Culture (text / video) Week 1 Week 2 Week 3 Living in Groningen (article + video) The weather and surroundings of Groningen (article) Living in the Netherlands (article + video)
- 29. Data • Learner • Learning • FutureLearn and our course
- 30. Learner I like learning new languages, and I want to communicate with my friends. I like the language and culture where this language is spoken and I might want to live there someday. I come from the UK / USA. I currently live in the UK / NL / USA. I know nothing about Dutch… I believe listening and speaking are the most important skills for me.
- 31. Learning 0 2000 4000 6000 8000 10000 12000 1 4 7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 64 67 70 73 76 79 82 85 88 91 94 97 100 March June
- 32. 1: Introducing yourself 0 2000 4000 6000 8000 10000 12000 14000 16000 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 March June Daily teacher engagement: monitoring, explaining and providing constructive feedback in writing invitation
- 33. 2: Talking about family, work and study 0 500 1000 1500 2000 2500 3000 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 March June
- 34. 3. Living in the Netherlands 0 200 400 600 800 1000 1200 1400 1600 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 March June
- 35. Social learning • Commenting • Asking for explanation • Providing links to online resources (duolingo, verbix, memrise…) • Inviting learners to join learning groups on Facebook • Discussion
- 36. Writing invitation • Social interaction • Corrective / constructive feedback • Discussion
- 37. Data 0 10 20 30 40 50 60 70 80 90 Learners Active learners Returning learners Social learners Fully participating learners Average, Numbers accurate as of 21 January 2015 Average, Numbers accurate as of 21 January 2015
- 38. Data 0 10 20 30 40 50 60 70 80 90 Learners Active learners Returning learners Social learners Fully participating learners Average, Numbers accurate as of 21 January 2015 March
- 39. Data 0 10 20 30 40 50 60 70 80 90 Learners Active learners Returning learners Social learners Fully participating learners Average, Numbers accurate as of 21 January 2015 March June
- 40. Data 0 10 20 30 40 50 60 70 80 90 Learners Active learners Returning learners Social learners Fully participating learners Average, Numbers accurate as of 21 January 2015 March June
- 41. Learners visiting steps 0 5000 10000 15000 20000 25000 1 2 3 March June
- 42. Total statistics 0 5 10 15 20 25 30 Steps visited Steps completed Comments posted March June
- 44. Discussion / limitations • FL: Steps (e.g. interactive video, fill in the blanks, drag and drop, mark the words) • FL: Soundcloud (e.g. quiz voice answer) • Participation: biweekly emails / twitter • Marketing / Money (25k) • How to define success?
- 45. Quotes this is it!!! new age of learning! I love learning this way! thank you very much future learn. you guys awesome! (Mohamad Sonny Handoko) The way it is developed is great! I love lerning this way :D Lourdes Natalia Zacarías Makia Kishun Dank je wel! Ik houdt van de cursus. Tot Ziens! Matylda Rozanska I've never been in Groningen, but i would like to go there one day. I really enjoy Dutch architecrure. Katie McGowan this course has really helped me understand so much more Dutch
- 46. j.van.engen@rug.nl Jeroen van Engen – University of Groningen Language Centre
- 47. Introduction to Dutch www.futurelearn.com/courses/dutch (Starting: 2 November) #FLlearnDutch
Notes de l'éditeur
- RUG May 2014 first Dutch university to take part in FutureLearn Second MOOC
- With the support of these universities
- Our Views on Language Teaching This is an overview of the didactic principles that the Language Centre uses in its language teaching. Principles of Language Teaching Language of instruction = target language: The target language, i.e. the language that the participants want to learn, is used as the language of instruction. Language teaching is as concrete as possible. In courses for specific groups, the content must dovetail with situations that the participants will face in the new language. Language is a communication instrument. Being able to communicate in the relevant language is what matters most. The aims of language teaching are described in terms of the Common European Framework of Reference (CEFR). Pronunciation, vocabulary and grammar are not goals in themselves but are used as tools to enhance the students’ communication skills. Student The student should be at the centre of the educational process. The student must have an active learning attitude and an active role in the educational process. Students are responsible for their own learning process. Students should reflect on their own learning process, using instruments such as DIALANG, the CEFR, a portfolio or personal learning objectives. Teacher The teacher must let the students work as actively as possible during contact hours. The teacher must organize the lessons in such a way that the students are given an active role in the educational process. Teachers should use teaching methods that stimulate an active learning attitude in students, for example cooperative learning and peer assessment. The teacher’s use of language must be correct and must match the students’ level. The teacher speaking time amounts to about 30% of the teaching time; students should do the talking during the other 70%. Teachers should make students aware of what learning a language involves: they should help students to reflect on their own learning process and stimulate a critical attitude towards this process. Teachers must enable students to apply what they have learnt in meaningful situations. Teachers should act as sounding boards. They should provide feedback in line with the CEFR, correct students’ questions and remarks by repeating them correctly and ask test questions. Teachers should respond to the diversity within groups (different learning styles, learning objectives, backgrounds). Teachers must have a clear course plan and lesson plan in mind, discuss the importance of the aims and activities with the students and provide regular feedback about this. Teachers must stimulate independent and semi-independent learning, for example by providing advice on language learning outside contact hours, offering extra exercises via Nestor, offering electronic noticeboards for communication purposes, giving feedback, providing links to high-quality websites, communicating in the target language even outside contact hours and referring students to the language-learning facilities in the University Library. Fellow Students Fellow students play an active role in the educational process. Students and fellow students must take an active role and attitude when using working methods where cooperation is involved, such as peer assessment and cooperative learning. Contact Time The teacher contact time must be optimally used; lessons will only include activities that actually need a teacher to be present. Electronic Learning Environment The Electronic Learning Environment is a learning tool alongside the teacher. The Language Centre aims to efficiently use computers as a communication tool. In the coming years the electronic learning environment Nestor will be used not only during lectures but also in the general courses and, where possible and desirable, in specific courses.
- Why it works FutureLearn offers you a powerful new way to learn online. Every course has been designed according to principles of effective learning, through storytelling, discussion, visible learning, and using community support to celebrate progress. Learning through storytelling Each partner university has designed a complete learning experience, presented by leading academics in their field. Rather than broadcast long classroom lectures, ideas are introduced via high quality videos and articles. You can then discuss what you’ve learned, testing your new knowledge with interactive quizzes that offer helpful responses and the opportunity to try again if an answer is wrong. Every course tells a story, step by step, with challenges and helpful tips along the way, to test and build your understanding. Discussion for learning We learn best when we share and debate ideas with fellow learners, to understand their different experiences and perspectives and to fill the gaps in our own knowledge. But not everyone likes being social, so rather than sending our learners off to separate discussion forums, you can add your comments alongside the content. You can start by reading what other people have to say about the topic, and then join in when you’re ready. If you particularly like a comment, you can choose to follow its author so that you can easily find the people and comments that are of the most interest to you. We’ll be building on these concepts of ‘discussion in context’ and ‘following’ over the coming months, so that social learning feels less like a forced conversation and more like a chat with friends about your ideas and what you’ve learned. Visible learning One way to enhance learning is to make the process visible, so that you know what is coming next, where you are in the course and how far you have come. The To Do list gives you an overview of the course, showing the activities for each week, and keeping a record of what you’ve completed. The profile page provides a summary of your own activity, including your courses and any comments you have made. We shall be extending these with further signposts for the course and indications of your progress. Community supported learning An intensive tutoring model can’t work for massive-scale free courses, so we need to offer online support without a large network of tutors. The solution is to harness the power of the community, where learners can make immediate use of their newly acquired skills by sharing their knowledge with their peers. Following other learners is part of a powerful system we are building that will allow you to acknowledge good contributions and promote people who offer helpful advice, and to develop your own reputation. In this way, success comes not just from passing an assignment and completing a course, but also from making a contribution to the FutureLearn community. Massive-scale social learning All these approaches need to work with huge numbers of learners, so that comments don’t just flash past, and reputations can be built over time. That’s why we decided to create a new massive-scale social learning platform, drawing on expertise from The Open University, BBC, social media designers, as well as our FutureLearn partners. It’s a new way of learning. Notes Visible learning is inspired by the work of John Hattie, to find out more, visit visible-learning.org. The community support model comes from Diana Laurillard’s work on conversational frameworks for formal learning. Here’s a brief overview.
- Expected workload of 3 hours per week
- ABCD-model Input of new language elements through reading / listening in our case videos, audio, tekst receptive skills Guided processing through gap fill or matching exercises in our case recognizing, understanding, learning vocabulary, testing / quizzes receptive skills Semi-guided processing through answering questions or finishing sentences listen and repeat phrases, practising speaking skills productive skills Conversation / discussion, role-playing practising writing and speaking skills
- Watch the dialogues. People from different parts of the world (who have learned Dutch before you) introduce themselves to you and talk about their study or work and hobbies. They speak Dutch very well. We hope you’ll find watching and listening to them encouraging. By the end of your study of Dutch, you may well have reached the same level as they did. However, in most steps of the course you will listen to native speakers. In this step, you don’t have to understand the dialogues immediately and completely, but you’ll probably pick up on a few words and phrases. In the steps that follow, we will help you to understand more.
- Video, text quiz Quizlet Cefr grammar items for beginners courses
- As in week 1 and 2, we have approached other learners of Dutch from around the world to record themselves. In this section you will listen to two different students talking about this week’s topics. Can you understand some of what they are talking about? Give it a try Recording yourself through Soundcloud In this course you learnt to read and write, listen and speak. We followed your writing progress, but we didn’t notice your speaking skills. At least, until now: we invite you to record yourself by using the Soundcloud website. We have created a group where you can record yourself or upload a recording and listen to other learners of Dutch. Why not introduce yourself, tell us where you come from, talk about your family, tell us something more about where you live and if you liked learning Dutch during these three weeks. You can also listen to other learners and get to know fellow students. Create or upload a recording Please click Introduction to Dutch - Soundcloud (if you prefer Soundcloud to open in a separate window, click the CTRL key while clicking the link). Remember that you first have to sign in before you are able to upload your recording or create your recording. You can either create a new account or use your Facebook or Google+ account. Once you are signed in, you can upload a recording to the group Introduction to Dutch. You can also create a recording with the Soundcloud website and then select the track and add it to the Introduction to Dutch group. We are looking forward to hearing more about you!
- Learning the Dutch language involves getting to know the Dutch culture. Every week in this closing section, we will highlight a few aspects of Dutch culture that we think you might find interesting. This week we will focus on Groningen and our University.
- 70% female, 25-34 / 45-64 / highly educated, university or higher Country of origin: UK / USA Country of residence: UK, Netherlands, USA Beginner, no prior knowledge of the language Listening, speaking are the most important
- Step 1-3: About the course Step 4-5: Video introduction + writing invitation (what they already know) Step 6-12: Language input Step 13-16 and 18-21: Language focus Step 17: Reflection Step 22-29: Useful phrases Step 30: Video summary Step 31-33: Language input / output Step 34: Culture
- Step 1-2: Video introduction + writing invitation (what they already know) Step 3-9: Language input Step 10-13 and 15-18: Language focus Step 14: Reflection Step 19-26: Useful phrases Step 27: Video summary Step 28-30: Language input / output Step 31: Culture Step 32: Reflection (run March)
- Step 1-2: Video introduction + writing invitation (what they already know) Step 3-9: Language input Step 10-15 and 17-20: Language focus Step 16: Article Step 21-28: Useful phrases Step 29: Video summary Step 30-32: Language input / output Step 33: Culture Step 34: Finishing the course
- Learners 51,2 Active learners 82,5 Returning learners 44,5 Social learners 38 Fully participating learners 22,2 Joiners are the number of currently existing enrolments made for the course. This includes educators, admins alongside learners who currently have accounts on the platform. Leavers are users (of any role) who have elected to unenrol from the course. These learners are also represented in the above number of joiners. This is also presented as a percentage of joiners. Learners are users (of any role) who have at least viewed at least one step at anytime in any course week. This includes those who go on to leave the course. This is also presented as a percentage of joiners. The average number of learners on a course is 51.2% of joiners.* Then there are the so-called active learners, returning learners, social learners and the fully participating learners. Active Learners are those (of any role) who have completed at least one step at anytime in any course week, including those who go on to leave the course. Completion varies by step type, with some requiring additional user interaction (e.g. “mark as complete”) while others are completed through submission (Assignment, Review) and question attempts (Quizzes & Tests). This is also presented as a percentage of learners. The average number of active learners on a course is 82.5% of learners.* Returning Learners are those who completed at least a step in at least two distinct course weeks. These do not have to be sequential or consecutive, nor completed in different calendar weeks. This is also presented as a percentage of learners. The average number of returning learners on a course is 44.5% of learners.* Social Learners are those (of any role) who have posted at least one comment on any step. This is also presented as a percentage of learners. The average number of social learners on a course is 38% of learners.* Fully Participating Learners are those who have completed at least 50% of the available steps on a course. On courses containing tests, they must also complete them. Test completion is defined as all non-voided questions having been attempted regardless of result. The average number of fully participating learners on a course is 22.2% of learners.*
- Joiners 33890 Leavers 7,6 Learners 51,2 64,8 Active learners 82,5 84,5 Returning learners 44,5 27,4 Social learners 38 48,1 Fully participating learners 22,2 16,6 Joiners are the number of currently existing enrolments made for the course. This includes educators, admins alongside learners who currently have accounts on the platform. Leavers are users (of any role) who have elected to unenrol from the course. These learners are also represented in the above number of joiners. This is also presented as a percentage of joiners. Learners are users (of any role) who have at least viewed at least one step at anytime in any course week. This includes those who go on to leave the course. This is also presented as a percentage of joiners. The average number of learners on a course is 51.2% of joiners.* Then there are the so-called active learners, returning learners, social learners and the fully participating learners. Active Learners are those (of any role) who have completed at least one step at anytime in any course week, including those who go on to leave the course. Completion varies by step type, with some requiring additional user interaction (e.g. “mark as complete”) while others are completed through submission (Assignment, Review) and question attempts (Quizzes & Tests). This is also presented as a percentage of learners. The average number of active learners on a course is 82.5% of learners.* Returning Learners are those who completed at least a step in at least two distinct course weeks. These do not have to be sequential or consecutive, nor completed in different calendar weeks. This is also presented as a percentage of learners. The average number of returning learners on a course is 44.5% of learners.* Social Learners are those (of any role) who have posted at least one comment on any step. This is also presented as a percentage of learners. The average number of social learners on a course is 38% of learners.* Fully Participating Learners are those who have completed at least 50% of the available steps on a course. On courses containing tests, they must also complete them. Test completion is defined as all non-voided questions having been attempted regardless of result. The average number of fully participating learners on a course is 22.2% of learners.*
- Joiners 33890 16242 Leavers 7,6 7,9 Learners 51,2 64,8 52,8 Active learners 82,5 84,5 85,3 Returning learners 44,5 27,4 21,7 Social learners 38 48,1 45,5 Fully participating learners 22,2 16,6 12,3 Joiners are the number of currently existing enrolments made for the course. This includes educators, admins alongside learners who currently have accounts on the platform. Leavers are users (of any role) who have elected to unenrol from the course. These learners are also represented in the above number of joiners. This is also presented as a percentage of joiners. Learners are users (of any role) who have at least viewed at least one step at anytime in any course week. This includes those who go on to leave the course. This is also presented as a percentage of joiners. The average number of learners on a course is 51.2% of joiners.* Then there are the so-called active learners, returning learners, social learners and the fully participating learners. Active Learners are those (of any role) who have completed at least one step at anytime in any course week, including those who go on to leave the course. Completion varies by step type, with some requiring additional user interaction (e.g. “mark as complete”) while others are completed through submission (Assignment, Review) and question attempts (Quizzes & Tests). This is also presented as a percentage of learners. The average number of active learners on a course is 82.5% of learners.* Returning Learners are those who completed at least a step in at least two distinct course weeks. These do not have to be sequential or consecutive, nor completed in different calendar weeks. This is also presented as a percentage of learners. The average number of returning learners on a course is 44.5% of learners.* Social Learners are those (of any role) who have posted at least one comment on any step. This is also presented as a percentage of learners. The average number of social learners on a course is 38% of learners.* Fully Participating Learners are those who have completed at least 50% of the available steps on a course. On courses containing tests, they must also complete them. Test completion is defined as all non-voided questions having been attempted regardless of result. The average number of fully participating learners on a course is 22.2% of learners.*
- Joiners 33890 16242 Leavers 7,6 7,9 Learners 51,2 64,8 52,8 Active learners 82,5 84,5 85,3 Returning learners 44,5 27,4 21,7 Social learners 38 48,1 45,5 Fully participating learners 22,2 16,6 12,3 Joiners are the number of currently existing enrolments made for the course. This includes educators, admins alongside learners who currently have accounts on the platform. Leavers are users (of any role) who have elected to unenrol from the course. These learners are also represented in the above number of joiners. This is also presented as a percentage of joiners. Learners are users (of any role) who have at least viewed at least one step at anytime in any course week. This includes those who go on to leave the course. This is also presented as a percentage of joiners. The average number of learners on a course is 51.2% of joiners.* Then there are the so-called active learners, returning learners, social learners and the fully participating learners. Active Learners are those (of any role) who have completed at least one step at anytime in any course week, including those who go on to leave the course. Completion varies by step type, with some requiring additional user interaction (e.g. “mark as complete”) while others are completed through submission (Assignment, Review) and question attempts (Quizzes & Tests). This is also presented as a percentage of learners. The average number of active learners on a course is 82.5% of learners.* Returning Learners are those who completed at least a step in at least two distinct course weeks. These do not have to be sequential or consecutive, nor completed in different calendar weeks. This is also presented as a percentage of learners. The average number of returning learners on a course is 44.5% of learners.* Social Learners are those (of any role) who have posted at least one comment on any step. This is also presented as a percentage of learners. The average number of social learners on a course is 38% of learners.* Fully Participating Learners are those who have completed at least 50% of the available steps on a course. On courses containing tests, they must also complete them. Test completion is defined as all non-voided questions having been attempted regardless of result. The average number of fully participating learners on a course is 22.2% of learners.*
- Total Statistics (raw & average) Steps Visited is the total number of steps visits by users of all roles. It is also presented in average against the number of learners (e.g. users with at least one visited step). Steps Completed is the total number of steps marked as complete by users of all roles. It is also presented in average against the number of active learners. Comments Posted is the total number of comments posted by all users on all steps. It is also presented in average against the number of social learners.