The Myths and Realities of E-Language Learning: CULP

26 January 200526 January 2005 University of Cambridge Language CentreUniversity of Cambridge Language Centre 11

The Myths and Realities of The Myths and Realities of E-Language Learning:E-Language Learning:

CULPCULP

NebojšaNebojša Radić Radić[email protected]@cam.ac.ukLanguage CentreLanguage CentreUniversity of CambridgeUniversity of Cambridge

26 January 2005 University of Cambridge Language Centre 2

The Language Centre of the The Language Centre of the University of CambridgeUniversity of Cambridge

▫ ▫ Following a Review in 1999, the Language Centre has now as its Following a Review in 1999, the Language Centre has now as its Mission Mission “to provide language-learning opportunities to all members “to provide language-learning opportunities to all members of the University “of the University “

▫ ▫ Dual challenge of quantity and quality:Dual challenge of quantity and quality:- Quantity: in terms of increased numbers of learners- Quantity: in terms of increased numbers of learners- Quality: in terms of varying and diverse needs- Quality: in terms of varying and diverse needs

▫ ▫ The “John Trim” Independent Learning Centre:The “John Trim” Independent Learning Centre:- Self-access to resources in 150 languages - Self-access to resources in 150 languages (multimedia, print, online, CD ROM, DVD, satellite TV)(multimedia, print, online, CD ROM, DVD, satellite TV)- Discussion groups- Discussion groups- Learning advisors- Learning advisors

▫ ▫ Taught courses since 2000: CULP, Taught courses since 2000: CULP, Pressland Fund, Pressland Fund, EAPEAP


CULPCULP

TheThe CCambridge ambridge

UUniversity niversity

LLanguage anguage

PProgrammerogramme

▫ ▫ Non-specialist language learnersNon-specialist language learners


CULP: CULP: some basic factssome basic facts

- French, German, Italian, Spanish & French, German, Italian, Spanish & ChineseChinese

- 1,100 students1,100 students- 58 groups 58 groups - 18 teachers18 teachers- 4 teaching rooms4 teaching rooms- Teaching:Teaching: 12-7pm in Michaelmas/Lent12-7pm in Michaelmas/Lent

10am-7pm Long vacation10am-7pm Long vacation


FeesFees

▫ ▫ Students Students - £ 40- £ 40

▫ ▫ StaffStaff - £130- £130


Student numbersStudent numbers

YearYear ApplicationApplicationss

EnrolmentsEnrolments

00/0100/01 484484 335335

01/0201/02 792792 484484

02/0302/03 884884 609609

03/0403/04 12301230 922922

04/0504/05 ------ 11001100


EnrolmentsEnrolments

0

200

400

600

800

1000

1200

1400

1600

2000/ 1 2002/ 3 2004/ 5 2006/ 7


Enrolments per language Enrolments per language ’04/’05’04/’05

LanguageLanguage EnrolmentsEnrolments

FrenchFrench 370370

GermanGerman 170170

ItalianItalian 180180

SpanishSpanish 360360

ChineseChinese 2020

TotalTotal 11001100


Enrolments ’04/’05Enrolments ’04/’05

French

German Italian

Spanish

Chinese0

50

100

150

200

250

300

350

400


Student backgroundStudent background

▫ ▫ 53 different countries of origin (’02 data)53 different countries of origin (’02 data)▫ ▫ Most from the UK - 41%Most from the UK - 41%▫ ▫ 60 different mother tongues: 60 different mother tongues:

- English - 63%- English - 63%- German/Chinese - 6 %- German/Chinese - 6 %- Greek, Spanish, Italian & French - 3-4%- Greek, Spanish, Italian & French - 3-4%

▫ ▫ 60% graduates 60% graduates ▫ ▫ 32% were undergraduates32% were undergraduates▫ ▫ 8% staff8% staff▫ ▫ ONLY ONLY 15 % with experience in computer-mediated language 15 % with experience in computer-mediated language

instructioninstruction


DeliveryDeliveryThree modes:Three modes:

▫ ▫ 45 hour-course over 15 weeks / 2 terms45 hour-course over 15 weeks / 2 terms

- - 2 hrs F2F weekly2 hrs F2F weekly

- 1 hr online over the Uni. broadband - 1 hr online over the Uni. broadband networknetwork

▫ ▫ 45 hour-course over 15 weeks / 2 terms (pilot)45 hour-course over 15 weeks / 2 terms (pilot)

-- 1 hr F2F weekly 1 hr F2F weekly

- 2 hr online over the Uni. broadband - 2 hr online over the Uni. broadband network network

- 10 students per group- 10 students per group

▫ ▫ 45 hour-course over 15 days / 3 weeks during 45 hour-course over 15 days / 3 weeks during the LV:the LV:

- - 2 F2F daily2 F2F daily

- 1 hr online over the Uni. broadband - 1 hr online over the Uni. broadband networknetwork


CULP CULP and distributed-Learningand distributed-Learning

ClassroomClassroom+ +

Multimedia Multimedia interactive materials interactive materials

delivered onlinedelivered online


Distributed-learningDistributed-learning““......A distributed learning environment is a learner-centred A distributed learning environment is a learner-centred

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

Bates Bates (1996)(1996)


Why distributed learning?Why distributed learning?

▫ ▫ Pedagogical considerations:Pedagogical considerations:- - AuthenticAuthentic materials delivered online materials delivered online- Flexibility in time, space and pace- Flexibility in time, space and pace- Caters for a diversity of learning paces, - Caters for a diversity of learning paces,

styles, styles, needs and proficiency needs and proficiency levelslevels

▫ ▫ Practical considerations:Practical considerations:

- Flexibility in time and space- Flexibility in time and space- Student numbers Vs classroom space- Student numbers Vs classroom space- Student attendance- Student attendance


Two distinct Two distinct learning environmentslearning environments

▫ ▫ The ONLINEThe ONLINE

▫ ▫ The CLASSROOMThe CLASSROOM


The online The online

▫▫ Interactive multimedia materials designed and produced in-house Interactive multimedia materials designed and produced in-house - Delivered online - Delivered online - Accessible on any computer- Accessible on any computer

▫▫ Key features:Key features:-- Video/audio inputVideo/audio input- Language functions (audio)- Language functions (audio)- Activities (comprehension, extension, manipulation, - Activities (comprehension, extension, manipulation,

production)production)- Grammar notes - Grammar notes - Cultural notes (audio)- Cultural notes (audio)- Interactive self-test - Interactive self-test

- Audio Glossary- Audio Glossary


The classroomThe classroom

- 20 students- 20 students

- Networked multimedia and DVD capable - Networked multimedia and DVD capable computerscomputers

- Audio/video players- Audio/video players

- White boards- White boards

- OHP- OHP


Pedagogical aspects of the Pedagogical aspects of the two environmentstwo environments

ONLINEONLINE- Input- Input- Noticing- Noticing- (Non)open-ended communication exercises- (Non)open-ended communication exercises- Asynchronous discussion forums?- Asynchronous discussion forums?

CLASSROOM:CLASSROOM:- Social aspect- Social aspect- Communication (role-plays - Communication (role-plays → open-ended → open-ended

comm.)comm.)- Negotiation of meaning- Negotiation of meaning


CULP methodologyCULP methodology

▫ ▫ Learner support Learner support > > student as independent, student as independent, life-life-long learnerlong learner

▫▫ Focus on listening, speaking and reading skills Focus on listening, speaking and reading skills

▫ ▫ Functional-notional syllabus promotes Functional-notional syllabus promotes transactional and situational languagetransactional and situational language


The challengesThe challenges

Key areas:Key areas:

1. 1. Online materials development as part of an “action Online materials development as part of an “action research cycle”research cycle”

2.2. Integration of the online Integration of the online <> classroom<> classroom3.3. Students as “Life long language learners”Students as “Life long language learners”4.4. Teacher training:Teacher training:

- Application of technology in materials - Application of technology in materials developmentdevelopment

- Methodology of communicative teaching with - Methodology of communicative teaching with tech.tech.

5. 5. SustainabilitySustainability


The “action research cycle”The “action research cycle”

▫ ▫ Evaluation Evaluation ▫ ▫ AnalysesAnalyses▫ ▫ ReportReport▫ ▫ DesignDesign▫ ▫ Development: Development:

- - Content providersContent providers- Web page designers- Web page designers- Programmers- Programmers- Audio/visual technicians- Audio/visual technicians


Integration Integration online online <> classroom<> classroom

▫ ▫ CULP does not feature a textbookCULP does not feature a textbook

▫ ▫ What skills? What skills? - Online: Mainly listening and reading- Online: Mainly listening and reading

- Classroom: Mainly speaking, communication- Classroom: Mainly speaking, communication

▫ ▫ Two technologically defined environments Two technologically defined environments into into a pedagogically meaningful onea pedagogically meaningful one


Teacher trainingTeacher training

▫ ▫ Part-time teachers in ongoing training:Part-time teachers in ongoing training:

- Online content provision- Online content provision

- Principles of communicative language teaching- Principles of communicative language teaching

- Teachers as learner support- Teachers as learner support

- Retention and professionalisation of teaching - Retention and professionalisation of teaching cadre cadre

- Materials development for classroom presentation- Materials development for classroom presentation


The “best” methodologyThe “best” methodology

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

Richards (1990)Richards (1990)


The Importance of the:The Importance of the:VARIABLESVARIABLES

- Institutional context- Institutional context

- Pedagogical context- Pedagogical context

- Motivation- Motivation

- Students’ cultural, linguistic, - Students’ cultural, linguistic, educational educational

background background

- Learning styles … etc.- Learning styles … etc.


And the role of:And the role of:

CUSTOM MADE CUSTOM MADE TEACHING/LEARNING TEACHING/LEARNING

MATERIALSMATERIALS


SustainabilitySustainability

▫ ▫ UniversityUniversity

▫ ▫ Fees revenueFees revenue

▫ ▫ Seminars (UCLES)Seminars (UCLES)

▫ ▫ Projects with partners (LAYF with Projects with partners (LAYF with BBC, BBC, EAYF with Tsinghua EAYF with Tsinghua University)University)

▫ ▫ Implementation in other institutionsImplementation in other institutions

▫ ▫ Junior CULPJunior CULP


Junior Junior CULPCULP

▫ ▫ With St Ivo and Impington VC (supported by the With St Ivo and Impington VC (supported by the DfES)DfES)

▫ ▫ At the U of Cambridge LCAt the U of Cambridge LC▫ ▫ Pilot in summer ’04: 11 studentsPilot in summer ’04: 11 students▫ ▫ Fully-fledged pilot in ’04/’05Fully-fledged pilot in ’04/’05▫ ▫ St Ivo and IVC: 76 studentsSt Ivo and IVC: 76 students

- 56 French intermediate- 56 French intermediate- 20 Spanish basic- 20 Spanish basic

▫ ▫ 3 intensive weeks (75 hrs), 3 Saturdays (15 hrs)3 intensive weeks (75 hrs), 3 Saturdays (15 hrs)▫ ▫ Server installed in schools, web page, asynchronous Server installed in schools, web page, asynchronous

discussion forumdiscussion forum▫ ▫ Total: 120 hrs of which 90 hrs F2F and 30 hrs onlineTotal: 120 hrs of which 90 hrs F2F and 30 hrs online

▫ ▫ Model for other institutions?Model for other institutions?


Junior CULP impactJunior CULP impactPart 1Part 1

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


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

Thank you,Thank you,

Zoe LondonZoe London


SCHML SCHML workshop questionsworkshop questions

1.1. Appropriacy of the medium: benefits Appropriacy of the medium: benefits pedagogically/managerially rather than ‘just because it’s pedagogically/managerially rather than ‘just because it’s there’there’

2.2. Development of courses/materials: investment required both Development of courses/materials: investment required both financially and in terms of staff time;financially and in terms of staff time;

3.3. Maintenance and updating: investment required both Maintenance and updating: investment required both financially and in terms of staff time;financially and in terms of staff time;

4.4. Staff development requirements for both development and Staff development requirements for both development and delivery;delivery;

5.5. Workloads: saving ‘traditional’ contact time but at what costs Workloads: saving ‘traditional’ contact time but at what costs in terms of on-line delivery time (how do we combat the in terms of on-line delivery time (how do we combat the notion in management that it frees up time for other notion in management that it frees up time for other activities, how do we calculate workloads in terms of contact activities, how do we calculate workloads in terms of contact hours per week for staff etc…..)hours per week for staff etc…..)

6.6. How is e-learning effective and in what areas of language How is e-learning effective and in what areas of language teaching?teaching?

7.7. Definitions of e-learning: e.g. synonymous with Definitions of e-learning: e.g. synonymous with distance/blended/independent/distributed learning: do we distance/blended/independent/distributed learning: do we know what we mean by these?know what we mean by these?


E-languages: myths and E-languages: myths and realitiesrealities

▫ ▫ Appropriacy of the medium: benefits Appropriacy of the medium: benefits pedagogically/manageriallypedagogically/managerially

- Authentic audio/visual input- Authentic audio/visual input

- Multimedia learning tools- Multimedia learning tools

- Appropriate use of F2F and of online- Appropriate use of F2F and of online

- Flexibility in time, space, learning style and - Flexibility in time, space, learning style and pacepace

- Room allocation issues- Room allocation issues


▫ ▫ Maintenance and updating: Maintenance and updating: investment required both financially investment required both financially and in terms of staff time:and in terms of staff time:

- The - The learning environmentlearning environment of the new of the new generations!generations!


▫ ▫ Development of courses/materials: Development of courses/materials: investment required both financially investment required both financially and in terms of staff time:and in terms of staff time:

- Different type of engagement- Different type of engagement

- Custom made multimedia materials- Custom made multimedia materials


▫ ▫ Staff development requirements for Staff development requirements for both development and delivery:both development and delivery:

- Ongoing teacher training- Ongoing teacher training


▫ ▫ Workloads: saving ‘traditional’ contact Workloads: saving ‘traditional’ contact time but at what costs in terms of on-line time but at what costs in terms of on-line delivery time (how do we combat the delivery time (how do we combat the notion in management that it frees up time notion in management that it frees up time for other activities, how do we calculate for other activities, how do we calculate workloads in terms of contact hours per workloads in terms of contact hours per week for staff etc…..)week for staff etc…..)

““A teacher who fears being replaced by A teacher who fears being replaced by technology should be replaced!”technology should be replaced!”

UnknownUnknown


▫ ▫ How is e-learning effective and in what How is e-learning effective and in what areas of language teaching?areas of language teaching?

- Audio/video - Audio/video - Satellite TV- Satellite TV- Audio enhanced glossaries- Audio enhanced glossaries- Asynchronous discussion forums- Asynchronous discussion forums- Flexibility in time/space/pace/learning style- Flexibility in time/space/pace/learning style

INPUT INPUT (receptive skills)(receptive skills)

Vs Vs OUTPUT OUTPUT

(reproductive skills)(reproductive skills)

- social context- social context- open ended communication- open ended communication


▫ ▫ Definitions of e-learning: e.g. synonymous Definitions of e-learning: e.g. synonymous with with distance/blended/independent/distributed distance/blended/independent/distributed learning: do we know what we mean by learning: do we know what we mean by these?these?

- Distance- Distance

- Blended/distributed- Blended/distributed

- Independent- Independent


CCambridgeambridge

UUniversityniversity

LLanguageanguage

PProgrammerogramme

Documents

The Myths and Realities of E-Language Learning: CULP