Learning about Language Learning on

a MOOC: How Massive? How Open?

How Online? How “Course”?

Marina Orsini-Jones, Laura Pibworth-Dolinski, Mike Cribb, Billy

Brick, Zoe Gazeley-Eke, Hannah Leinster and Elwyn Lloyd

Department of English and Languages, Faculty of Business, Environment

and Society, Coventry University

A metareflective staff/student investigation

into innovative blended e-learning practice

EuroCALL 2015 – Critical CALL

Padova, 26-29 August 2015

Overview • Pedagogical rationale

• The experience of blended learning with a MOOC (students + staff)

• Staff reflections

• Student reflections

• Provisional evaluation/recommendations

EuroCALL 2015 – Critical CALL

Padova, 26-29 August 2015

Healey, M. (2005). ‘Linking research and teaching exploring

disciplinary spaces and the role of inquiry-based learning’. In R.

Barnett (Ed.), Reshaping the university: new relationships between

research, scholarship and teaching (pp.30-42). Maidenhead: McGraw-

Hill/Open University Press.

Curriculum design and the

research-teaching nexus

(© Healey 2005). Used with permission.

Project - features

6 members of staff (4 teaching on the MA in ELT and 2 alumnae)

2 ‘expert students’ registered on the MA

All involved in TEFL

MOOC blend implemented in both Semester 1 & 2 2014-2015

Will to explore new blended learning ‘avenues’

Pre-MOOC questions (see page 5 proceedings)

Weekly ‘post-MOOC unit’ reflective/knowledge sharing focus groups (see page 6

proceeding)

Final BOS (Bristol Online Survey) (see end conference proceedings)

Participants agreed to: see page 3

OERs and HE

Study by Bone and McNichol (2014), commissioned to the

National Union of Students/National Union Services by the

Higher Education Academy (UK):

students have a positive attitude towards the

integration of OERs (Open Educational Resources) into

their learning experience at university

MA module at CU: Aims

[…] to give students an in-depth understanding of the

theories of second language acquisition and illustrate their

links to approaches and methods of language teaching

which they inform. The theories examined will look at

second language acquisition and learning from linguistic,

psychological and sociological perspectives

Learning Outcomes

Critically appraise the major theories of second language acquisition.

Discuss the relevance of SLA theories to the development of teaching

approaches and methodology.

Discuss and appraise the implications of sociocultural theories for the

development of second language learning and teaching approaches and

methodology.

Analyse the suitability of needs of specific English language learners in

specific English language learning contexts and discuss the teaching and

learning approaches most appropriate to their situation.

Assessment: 1 essay + 1 ‘seen’ exam

The

MOOC

Focus: Materials related to

language learning and

teaching

Learners’ Goal at CU:

Experiencing a new way of

learning

Topics on the MOOC

Week 1 – Learning Language: Theory

Week 2 - Language Teaching in the Classroom

Week 3 – Technology in Language Learning and Teaching: A New

Environment

Week 4 – Language in Use: Global English

MA at CU - Focus on learner autonomy: pre-MOOC

(blended delivery) subject-specific questions

1. How can we define learner autonomy?

2. How can we create an environment that promotes learner autonomy?

3. Are there any problems with the concept of learner autonomy?

4. What might be some positive outcomes of promoting learner autonomy

within the classroom?

Module: Theories and Methods of LL and T

(15/180 credits)

Learner autonomy section in Moodle

Pre-MOOC blend face-to-face lecture/workshop on learner autonomy with questions assigned as homework for the taught session that

followed

online posts to the relevant discussion forum on learner autonomy in Moodle posted before the second workshop on

learner autonomy

face-to-face seminars based on the Moodle forum posts and face-to-face and online discussion forum group work to

discuss learner autonomy (the module was delivered in a PC lab for some of the face-to-face contact hours)

delivery of formative group presentations on the topic face-to-face

individual reflections on the seminars and on the group activities to be posted either in Moodle discussion or to the tutor

via email as homework

• F-2-F in class

• Moodle discussion

• Peers on the MA in CU

Stage 1

Pre MOOC questions

• Weekly post MOOC questions

• F-2-F

• Moodle discussion

Stage 2

MOOC questions/ reflections on

teaching & learning

• F-2-F

• MOOC discussion

Stage 3

Global discussion

• MOOC discussion

• CU F-2-F

• Facebook with Boğaziçi

Stage 4 Tellecollaboration

with Turkey

• F-2-F

• CUBU

• BUCU

Stage 5

Presentations/ Reflection

MOOC with telecollaboration on Facebook between PG and UG

students at Boğaziçi and PG at CU

Cultural

Awareness

Communication

Exchange of

views

Technology

Working in the

grass area in

DMLL

(Disruptive

Media Learning

Lab)

Relevant summative question at CU

(seen exam, one of the 3 questions set) 3Question

Answer BOTH parts.

3.1 In the course of module M01ENL we have discussed the concept of ‘learner autonomy’ and

read the article by Lacey: ‘Autonomy, never, never, never’ (2007). Summarise the article and discuss

how and why Lacey adopted Dam’s views after his initial resistance.

(30 marks)

3.2 During the course of the module you were encouraged to enrol on the Southampton

University/British Council MOOC on Language Learning and Teaching. Reflect on the experience of

taking part in the MOOC and discuss:

1. If and how it reflects the principles relating to learner autonomy;

2. What topics you would like to cover if you were given the opportunity to teach English with a MOOC to

intermediate (B2/IELTS 6.5) students;

3. Which of the 4 units your found most useful and why.

(20 marks)

Benefits - students’ reflections on the

‘blended MOOC’ experience

Anyone, anywhere, any time

Felt part of a global community

Exposed to global perspectives on the topics covered

The MOOC suited different approaches to learning

Free

It consolidated learning from the MA

Comments - Students’ Reflections Accessibility: Requires computers and Internet

Could put some people at a disadvantage (Digital Divide)

Simplification/Repetitiveness

“In your face” hard marketing

Lack of summative assessment

Standard of assessment

Completion?

Hannah’s Reflection – the ‘expert student’

• In class and on Moodle discussion: teacher-scaffolded and

guided reflective questions

• On the MOOC: some reflective prompts; benefit of peer

scaffolding on a global scale; dependent on participation and

personal views.

• On Facebook: productive discussion difficult; assessment as

motivation; better on a VLE?

How did you find communication on the

forum? The forum ‘limbo’ - staff viewpoint:

•Impossible. I am not sure how you are supposed to have

a meaningful discussion with over 50,000 people. I just

read a few comments and moved on. I felt that it was too

time-consuming to try to respond to comments that on the

whole lacked any substance. It seemed to be people just

stating how they were enjoying the course and not really

engaging with the topics/subject.

(refer to page 4) How?....

Massive?

Open? Yes and No

Online?

Course? Matter of semantics, but more

crucially, lack of teacher’s scaffolding

Final reflections • Proprietary systems are best-suited for e-learning in academic

settings (Orsini-Jones 2010)

• Summative assessment is a motivating factor

• Structured MOOC blend can work (Kim 2015)

• Online International Learning (OIL) extra blend could work, but…

• MOOCs are seen as “disruptive technologies”, but are they really?

• Need for teacher’s support/scaffolding

The pedagogy will create the disruption,

not the technology

ANY QUESTIONS?

Further information?

Higher Education Academic Report (forthcoming 2015)

m.orsini@coventry.ac.uk

Thank you