distance learning & good practice in europe

Trondheim, September 2010

Distance Learning &

Good Practice in Europe

Cor van der Meer

Mercator European Research Centre on Multilingualism and Language Learning

Fryske Akademy


Overview

• Mercator Research Centre

• Distant learning

• Good practices• EduFrysk

• Conclusion

• Information and references


Fryslân in the Netherlands


Frisian language command

• 54 % Mothertongue

• 94 % Understanding

• 74 % Speaking

• 65 % Reading

• 26 % Writing


Mercator Research Centreactivities

• Research

• Publications & Databases

• Network of Schools

• Network of Teacher Training Institutes (forthcoming)

• Conferences & seminars


Fields of research

• Added value of multilingualism and multilingual education.

• Application of the CEFR and the ELP in Europe.

• Informal learning and promotion of reading in families & households.

• New technologies; distant language (and culture) learning.

Trondheim, September 2010www.networkofschools.eu


Distance learning; search for common typology

• Aims

• Objectives

• Approaches

• Techniques


Distance learning: Aims

• Classroom / individual

• Tutor / teacher supported

• Curriculum based / incidental

• Subject of teaching


Distance learning: Objectives

• Targets & assessment

• Quality

• Level of education

• Number of pupils

• Teacher skills


Distance learning: Approaches

• Concepts

• Role of teacher

• (Virtual) Communities

• Interactive / books

• Documentation

• Games


Distance learning: Techniques

• Equipment;

• VC

• E-board

• Web

• IPod's or mobile’s

• Class lay-out

• Films / Pdf’s

• Resources / costs


Good practice in design

• Developing higher order skills

• Developing capacity for self assessment

• Fostering motivation

• Scaffolding ‘next steps’

• Supporting different learning styles

• Creating an authentic learning environment

• Creating links in learning activities


Good practices 1

• Spanish language distance course (pilot)

• Pupils in Netherlands, teacher in Salamanca (ISLA, language institute in Spain)

• Instruction language English

• 2 classes of 15 pupils

• VC equipment (without use of E-board)

• Homework fia email


Results & experiences

• Pilot works out well (‘just do it’ feeling)

• Looking for ways to include E-board

• No use of webcams but classical camera

• Teacher very positive

• Optimal class size: around 10 pupils

• Pupils very concentrated (course is not obligatory)


Good practices 2

• Specialised Mathematics course

• In Breukelen and Sneek, the Netherlands

• Both schools use Electronic Learning Environment (ELO)

• One teacher involved

• Use of (connected) E-boards



• In the beginning more preparation time for the teacher

• Concern for pupils’ differences in level of knowledge

• Pupils get easy and enough attention

• Pupils like to see the teacher and E-board


Good practices 3

• Frisian language lessons, simultaneously at three schools

• in Sneek, Koudum and Balk, Fryslân

• one teacher

• use of VC + E-board

• small numbers of pupils



• Takes a bit more preparation time for the teacher, structure is important

• Class lay-out is important (U/V)

• Possibilities to zoom in on teacher and pupils

• Tests show equal results compared with traditional teaching methods


Good practices 4

• Welsh Video Network

• National network for video conferencing

• For students and teachers

• Online Welsh – English education

• In bilingual and Welsh medium schools

• Second and third level education


Good practices 5

• Weblectures

• Effective as additional method

• Easy sharing

• Need for pedagogical & didactical support


Good practices 6

• Edufrysk, E-learning tool developed in Friesland

• Provincial government policy

• For learning Frisian language (& culture)

• Age group 16+

• For all levels

• Dutch as medium of instruction


Structure

• Language & culture learning through:

• Text (according interest)

• Music / songs

• Poetry

• Games


Defined user groups

• General interested public (30-40 years)

• New students

• Students, already following course in Frisian

• Teachers

• Young people

• Root seekers

• Expert groups

• Language fanatics


Features

• Personal profiles

• Virtual communities

• Expert groups

• Podcasts

• Possibilities for software conversion to other (minority) languages


Experiences sofar

• Successful

• Quick learning

• Learning strategy is intuitive and analytical

• Low demand for exams or certificates


Research and templates project

• CETL – UCL, Development of templates for tutor-supported distance-learning language courses

• Comparison between Japan, Poland, Netherlands and England

• Study of learning concepts

• Do’s and don’ts

• Report due in the end of 2010


Conclusion

• A great variety in types of distance learning

• E-learning, an endless development!

• A need for didactical / pedagogical support

• Focus on assessment and methodology

• A growing interest but still a limited number of projects among minority languages

• The internet creates opportunities for learning and preservation of languages


Cooperation


Important links

• European Union (Comenius Grundtvig)

• http://ec.europa.eu/education/trainingdatabase/

• More links available on copy

http://ec.europa.eu/education/trainingdatabase/


Bibliography

• EduFrysk, Frysk en Frij (de Vries, 2009)

• Social Networking and learning(Weller 2007, Mason & Rennie, 2008)

• E-learning, Concepts and Practice (Holmes and Gardner, 2008)

• Relation Educators and Learners(Mason & Rennie, 2008)

• Teacher on distance(Surfnet/Kennisnet Innovatieprogramme, 2010, NL)


Tusen takk / Thank you / Tankewol

Cor van der [email protected]

Mercator European Research Centre on Multilingualism and Language Learning

Fryske Akademy

www.mercator-research.eu

distance learning & good practice in europe

Documents

elearning tool

informal learning

eudistance learning

eboardgood practices

language institute

obligatorygood practices

level educationgood

frisian language lessons