Validation & Resources for Language Learning in AIOLE EnvironmentsDr Asuncion Sanchez-Villalon, PhD,email@example.com Dr Pedro P. Sanchez-Villalon, PhD,firstname.lastname@example.org
University of Castilla La Mancha, SpainIAC-ETeL 2013 in Prague International Academic Conference on Education, Teaching & E-learningAV consulting & Czech Technical University
IntroductionKnowledge Transfer Knowledge Construction Content-based systems foster transmissionist learningwhile ICT technologies improve Constructivism Learning
ICT help learners to enhance their language learning (in educational centres in teaching & formal learning), or outside, (in informal situations), offering:
open resources for e-Learning (Web-based, real practice communication and simulations, Blended Learning, ) support to lifelong learning the design of Institutional & Personal Learning Environments
AIOLE: Concept. Features. PurposeAIOLE (An Interactive Online Learning Environment)
Main purpose:to help teachers and learners to design learning strategies to develop activitiesto give access to online materialsto report learners on their learning experiences to fulfill tasks where language skills play an essential role in their learning process.
Resources in AIOLE EnvironmentsAIOLE Learning scenarios with Resources: WebWriter 2.0 for tasks & activities edition on the Web & for designing Scenarios (Teachers & Students themselves)Accessing links to Internet resources, Chat toolePortfolio: ELP Passport, BioLingua, eDossierAWLA writing practiceCourse, Group & Individual ActivitiesAgenda & File Access & UploadingWebquests & Search Integration
CEFR Descriptors & Levels
AIOLE ValidationLaurillards Conversational Model (2002) passed by AIOLE
It accomplishes the 4 components:DiscursiveAdaptiveInteractiveReflexive
AIOLE Discursive componentChat for conversational exchangesteacher learners learners learners Access to the learning plan column & linksLearners can communicate about their learning experience & doubts. Teacher can access learners comments
AIOLE Adaptive ComponentTeacher can ...modify tasks & adapt the learning plan dynamically with sequential steps in learning activitiesaccess to solutions upon practice completion access information & offer remedial work
Learnerscan modify their own learning plan, tasks & activitiesAIOLE will progress showing the teachers guide in the learning path from the institutional guidelines and the CEFR levels and descriptors
AIOLE Interactive ComponentThe 4 communicative skills, mainly writing, reading and listening. Writing by integrating AWLA writing assignments in learning tasksReading & Listening activities designed by the teacher for the learner to access and produce feedback Grammar and Vocabulary quizzes, easily designed using a template or accessing on WebSpeaking motivated in blended environments with stimulating spoken interaction, in face-to-face situations
AIOLE Reflexive ComponentUsing feedbackHelp the teacher relating the learners feedback with the task objectives & tutoring the internalizing processHelp the learner saving their feedback in their scenario, inviting them to check and compare results in a non-automatic evaluating technique done by the teacher Using the ePortfolio with the reflective feature ofBioLingua : Language Biography
AIOLE internal validationInternal validation: the fulfillment of objectives are reached when checking the learners outcomesInternal validation in different online environmentsAIOLE learning environments:CIVIErasmusAIOLE for UCLM coursesAIOLE for EOI-CR coursesPAMCEL, The first statistics usage was done as a CIVIErasmus platform (with a tracking facility)
CIVI.Erasmus ExperienceCastilla La Mancha Region in Spain ~80.000 Km2 UCLM - University of Castilla La Mancha 67.000 Km2 4 provinces: 4 campuses Languages: 4. English, French, German, ItalianParticipants: No. of Students: 600. No.Tutors: 16Average visits per student (hrs/mo.)ENGLISH: 26,5:4= 6,6 GERMAN: 35:4= 8,7 ITALIAN: 29:4= 7,2 FRENCH: 22,1:4= 5,5Dates:March-June (Spring term)
External validationPresentations of AIOLE at Conferences worldwideTEMCU European Congress: La experiencia Erasmus. U. Granada, Spaine-Society 2006 IADIS Conference. Dublin: Trinity CollegeALT-C 2006: The Next Generation. Edinburgh: Heriot-Watt University3rd International Microlearning 2007 Conference. Innsbruck UniversityePortfolio 2007 EIFE-L: Maastricht. The Netherlands.E-Learn 2008, Las Vegas, USA. AACE World Conference on E-LearningiLearn'09 Paris, EIFE-L: ParisPublications of Papers in Journals & Conference ProceedingsInternational Journal of Continuing Engineering Edu.& Life-Long LearningCEUR Workshop Proceedings: Virtual Campus 2006, Barcelona. Micromedia and Corporate Learning Proceedings of the 3rd International Microlearning 2007 Conference. Innsbruck U. P.IEEE Distributed Systems Online, vol. 8, no. 7, 2007Proceedings of IX International Symposium on Computers on Education. 2007 Porto (Portugal) Escola Superior de Educaao Lautonomia di apprendimento, Firenze, Italy. Firenze U. P., 2010
ConclusionsAIOLE has resulted in:an invaluable tool for learning languages a student-centred learning environment based on Blended Learning a way for learners to control their own learning at a later stageAlso proven useful as a learning environment for life-long learning as it is an open platform.
Help learners design their own learning path on the current trends of PLE (following the descriptors and guidelines of CEFR & the educational institutions and ePortfolio practices) Future Work
AIOLEAccess to AIOLE Environments:http://www.awlaole.com
Thanks !!Asuncion Sanchez-Villalonasuncion.email@example.comUCLM, Ciudad Real (Spain)Prague, Oct. 2013
*The age of traditional learning is changing, Due to the current technological revolution, the European Commission defined new basic skills (including IT skills, foreign languages,) to be provided through lifelong learning (European Commission, 2002). The Web enables the user to design learning from both sides the learner and the teacher.Learning lies now on knowledge construction. Content-based systems foster the continuity of the traditional transmissionist learning mode, while the Information and Communication Technologies (ICT) and the Web facilitate the application of new perspectives( Consructivism) in teaching and learning processes.
AIOLEs main functionality is to help teachers to design learning strategies, develop activities and give access to online materials, and learners to design and report on their learning experiences and fulfil tasks where language skills plays an essential role in their learning process.
*LMS: Learning Management System. LD: Learning Design (Learning by creating: adaptive, discoursive, interactive & reflexive Learning)Following the learning by creating motto proposed by constructionism (Papert, 1991) and the Engagement theory (Kearsley and Shneiderman, 1998), online learning environments offer the possibility to apply adaptive, situated learning in communities of practice. If learners and teachers can share the virtual learning scenario when they are not in class, the traditional learning environment will be empowered with supplementary online interaction, which is known as Blended Learning, often successfully achieved by offering interesting, motivating information in an engaging communicative discursive exchange. *AIOLE provide different resources such as :WebWriter 2.0 which allow users to edit tasks and activitiesAccess to Web services, to utilities for communication, such as links on texts,dictionaries, rather than merely offering content and materials in a learning management system (LMS). A chat toole Portfolio( ELP Passport/Biography(BioLingua)/eDossier)AWLA system for Course; group or individual writing activitiesAgenda/file Access and Uploading utilities*The design is established in a scaffolding way: first the design of the discipline syllabuses as determined by the educational authorities or institutions (CEFR descriptors (Slide 4) or the ACTFL guidelines (American Council for the Teaching of Foreign Languages - ACTFL, 1999)). Then the staff department guidelines can help determining the topics and the notions to apply. The particular teacher makes use of these to design the learning activities and the learner can use them, too, to design their own particular activities and give a report of their learning track (which leads to the eportfolio initiatives, such as the Passport of Languages proposed by the European Commission - EPL, 2000). Although strictly not designed for informal learning as most PLE (Personal Learning Environments) propose, AIOLE engages the students in co-designing learning activities with the help or supervision of the expertise of a teacher.*AIOLE serves the current trends of PLE where the learners control their own learning in a final stage, designing their own learning paths making use of the different tools whith offer AIOLE. *Regarding Validation Laurillard follows the Socratic maieutic method, looking into the deductive technique in the learners knowledge acquisition process, by releasing the learners mental structures on a topic before negotiating the path to follow and targeting it towards the learning the teacher designs for them. It is based on the interaction between the teacher and the learners, and the meaningful feedback produced in that interaction, taking into account the reflexive features derived from conscious internalization processes as essential for creative learning.Discursive: both the teachers and the learners conceptions should be accessible to each other. They should agree on the learning goals of the topic as well as on the task. An appropriate environment should be provided for the learners to receive, produce and send feedback about the topic and the task.
AIOLE offers this in multiple ways. There are several chat channels for conversational exchanges, not only for the teacher and the learners, but also for the learners as participants of different groups or learning communities, where they can share interests, negotiate learning paths and solve learning difficulties. AIOLE also offers permanent access to the teachers design of the activities in the learning plan column. What is more, the learners can design their own learning plan displayed in their main area when opening their scenario. The teacher has open access to every learners scenario from the Learners button (Alumnos) in the opening screen.
*Adaptative: The teacher can adapt any piece of information dynamically, as a response to evolution of the activities of the learning process.
AIOLE offers the possibility to the teacher to adapt the learning plan on the fly, providing the learners with sequential steps in learning activities, after checking the previous stage has been completed. Thus, they can offer access to solutions to the proposed problems upon completion of the activity or access to other information related or further practice for reinforcement or remedial work.
*Interactive: The learners carry out actions to achieve the task. The teacher can explicitly interact as a response to the learners actions based on the nature of the task.
AIOLE allows for a wider range of activities involving the four communicative skills, mainly writing, reading and listening. Writing is achieved by integrating AWLA writing assignments in the learning tasks. Reading and Listening comprehension activities can be easily designed by the teacher for the learner to access and produce feedback on comprehension. The same applies to grammar and vocabulary quizzes, which may be easily designed using a template available for that purpose. Speaking can be motivated by using AIOLE in blended environments with prompts for spoken interaction stimulating conversation in face-to-face environments*Reflexive: The learning environment offers to help the teacher in the process of relating the learners feedback with the achievement of the assignment objectives and of the internalization process in their learning.
In AIOLE multi-skill activities, the feedback is saved in every learners scenario, inviting them to check and compare results in a not-automatically driven grading technique. If grading is required in a course, it is the job of the teacher to do it.We do not make learners autonomous at a stroke by telling them that they are in charge of their learning; they gradually become autonomous by developing and exercis-ing the reflective skills of planning, monitoring and evaluating their learning. That is the es-sence of reflective teaching/learning. http://www.coe.int/t/dg4/education/elp/
**teachers at the EOI in English, students opinions, teachers and students at the university using the AIOLE system; and summer courses for computer science university students given by the CHICO Research group *