Jane ShermanUniversità degli Studi Roma Tre

E-learning, i-learning and ULA HOW SHOULD WE REACT TO THE E-

REVOLUTION?

B WHAT IS THE RELATIONSHIP EL : IL ? WHAT DOES the WEB OFFER FOR I-L?

C ARE WE READY FOR WHAT IT HAS TO OFFER? HOW DO WE FIND OUT?

D WHAT ARE THE NEEDS? HOW CAN THE CURRICULUM RESPOND TO THEM?

HOW DO WE/SHOULD WE REACT TO THE E-REVOLUTION?

E-revolution – best metaphor?

Semper aliquid noviSubscribe to Bestof Youtube.com – selectionUse natural corpora – Google, Youtube, Amazon

http://www.jamiekeddie.com/wp-content/uploads/2008/07/couldve-shouldve-wouldve.pdf

Record Skype calls (chats, interviews, transactions) on mp3

Make communal class dictionaries on wikisDo surveys with Survey Monkey How-to shorts with Videojug Have a conversation with AI (Jabberwacky) Make your own movie with www.dvolver.comSecond Life?

How to keep track and learn?

A full-time job for the “immigrants”?- Groups, websites (good and free)- On-line courses (expensive)- Sharing experiences and trying things

out together (economical and effective)

(See references)

Or is this the metaphor?

WHAT IS THE RELATIONSHIP EL : IL ? WHAT DOES WEB2 OFFER FOR IL?

EL is not necessarily ILINFORMATION for everyoneDISTANCING – “enriched photocopying” – extra

practice – filmed lectures? – cheap, convenientMODELLING – e.g. best essay magazine,

“worked exams” now including oral exams, best podcasts – motivating and useful

E-HOMEWORK and PRE-HOMEWORK linked to classes – huge possibilities, very underdeveloped. Go for Youtube, Google, Wikipedia homework!

And IL is not only about Web2…

•Using spellchecks, grammar checks•Using dictionaries well•Marking with tracking changes•Listening to talking books •Choosing DVDs well•Using mp3s for listening practice•Talking to people F2F

So what has Web2 done for IL?Transformed the landscapeMarked out the ground

Getting information and experiencesExploring the worldMeeting peopleDoing things

Given individuals the ticket to ride.

ARE WE READY FOR IT? HOW DO WE KNOW?

Can we do it?Do we want to do it?

Digital means?

Independent paths?

Situation analysis PROJECT PREPARATION- Stakeholder analysis + TPD - KAPP + CAP surveys- Learning needs and wants analysis- Institutional analysis, incl. SWOT - Participation and ownership

PROJECT FORMULATION

I like being in a group

I am wedded to my mobile

phone

I have my own satellite

receiver

There’s no internet access at

the inn I just like music

I have no time or money

Situation analysis:Look at the landscape1. Participants/stakeholders – who are we? 2. What are our relationships and communications?3. What are we like? What do we want/fear/believe

in? 4. What resources do we have? (home, personal,

work)5. What are our ideas of good student/teacher

behaviour? 6. What are our practices and capacity in E-L and in

IL? 7. What are our perceptions of E-L and IL?

Some findings from elsewhereDutch students said they learned 30% of their

English independently, from TV (Teen de Bot 2005)

90% of Spanish students surveyed in Navarra University“overwhelmingly resisted” theidea that they should have moreresponsibility for syllabus content. (Breeze 2003)

“You have to have a

teacher,” they said

Observations from Italy...At Tor Vergata first-year students chatted to

each other on-line enthusiastically but had almost nothing to say (private communication).

Teachers at an e-conference in Milan 2007 said their students’ home equipment (and their own) were well ahead of those in their institutions in quantity and quality (Sherman, 2008).

At Sassari teachers found that first-year students were very dependent and made little use of the self-access laboratory (Laird 2004)

And at Roma Tre? 25 third-year students’ (2006) top independent activities in English:

16 Listening to music

Every day

17 Using internet

Most days

24 Watching TV/DVD

2/3 times a week

Voices from ricevimento1. Professoressa mi può dare qualche compito da

scrivere?2. Un buon professore è paziente e disponibile, spiega

bene, segue gli studenti.3. Per preparmi all’esame, leggo bene il testo,

sottolineo i brani importanti e li imparo per memoria.

4. Sono andata a Londra per un mese con i miei amici.5. Nelle vacanze leggo Time Magazine, ascolto la BBC.6. Non uso mai il vocabolario bilingue.7. Sono tutti errori di distrazione.

We need a fuller picture

Formal or informal surveys Impressionistic accountsLiterature reviewTalking to people(Participation and ownership)

WHAT ARE THE NEEDS? HOW CAN THE CURRICULUM RESPOND TO THEM?

Needs and wants – intuitions?W&N Exam success and exam strategiesN&W? Experience of E-learningN Capacity for IL + motivation, awareness,

practice, strategies, encouragementW&N Social contacts, L2 discourse communityW&N Cross-cultural experience and awarenessW&N Pleasure, enjoyment, exposureW&N Knowledge of working worldN A voice, individual and communalN Benefit from going abroadN More general knowledge; practice in

thinking

Cross-cutting curriculum threads

e-skills

i-skills

life skills

An e-learning programmeHandling of basic ICT (Word, Excel, PP) and

operationsNormal e-mail operations and textingIntelligent searchingDownloading and uploading from and to the WebUse of webcam and basic editing of audio and videoCreating and working on blogs, wikis, learning

platformsParticipating in chats, forums, SkypingKnowledge and experience of important websites

An i-learning programme

Self-diagnosis and self-assessmentWorking with others Planning own learning and practiceSelf-motivation, enjoymentStamina , commitmentStudy strategiesUsing resources – DMV, exam sites, people,

songs, web resources, language learning sites, journeys abroad

A life skills programmeDeveloping personal interests, knowledge

and thought, own voiceDeveloping inter-cultural identity; getting

experience of L2 discourse community; observing and comparing

Knowing the working world and finding own direction

Developing a “learning identity”: personal learning style, pride and pleasure, control and ownership, knowing one’s limits and strengths

(and again) Learning self-motivation

Integrated in the curriculumProgressiveSpiralTop-downDeveloped bit by bitMonitored(see sample syllabus)

Essential e-learning toolsAmazon Audacity

Blogs and wikis Dialang

DVDs Exam websites

Google I-tunes and mp3s

L-learning websites

Podcasts

Skype Survey Donkey

Talking books Wikipedia

Youtube ADSL, free Web access

Moodle Microsoft Word

Pigs might fly?

THANKS AND GOODBYE!