Language Massive Open Online CoursesLangMOOCs www.langmooc.com

Dr Maria PerifanouActive Citizens Partnership, ACP

GREECE

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Language Massive Open Online CoursesLangMOOCs Consortium

Action Citizens Partnership (ACP), GR

Sør-Trøndelag University College, HiST, NO

CESIE, ITIberica education group (gGmbH), GE

Community Action Dacorum, UK2

1st part:MOOCs & Language Learning Research

background

2nd part:Intellectual Outputs of the LangMOOC project(Expected outcomes, activities and deliverables)

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1st part: MOOCs & Language Learning Research background

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Need for MOOLCs

Language competencies & intercultural skills :key qualifications for living and working in 21st century

Need for MOOCs related to language education

Web 2.0 participatory, immediate, authentic, engages community

a promising language learning environment

How to design an efficient LanguageLearning Environment for MOOLCs?

Are there many MOOLC initiatives that could provide a promising Massive Open Interactive Language Learning Environment (MOILLE)?

Research questions

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Key factors for successful onlinelanguage Learning courses

learner’s autonomy

social interaction in thetarget language/exposure

feedback

authentic collaboration

building community9LangMOOCs project

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MOILLE FRAMEWORK - Massive Open

Interactive Language Learning Environment

CONTENT: Authentic educational resources; Use of

multimedia/tech; Variety of activities that promote all

basic language skills & support cultural awareness.

PEDAGOGY: Communication (peer-peer, student-

teacher, open class community); Collaboration (CL)

(group projects, forums etc.); Collective intelligence;

Autonomy (Autonomous/Self-paced/SL

Learning/Reflection); Engagement-Motivation;

Playful/Game based learning; Number of

instructors.11LangMOOCs project

MOILLE FRAMEWORK - Massive Open

Interactive Language Learning Environment

ASSESSMENT: On going Assessment/ Scaffolding

(peer-peer, student-teacher, open, automated) Final

Assessment; Evidence-Based improvement (data

mining, Analytics); Feedback (comments, reviews).

COMMUNITY: Social Community building as

Massive & Open (Social Media – third part tools

integration & other tech tools).

TECHNICAL INFRASTRUCTURE: Max number of

participants, Platform’s performance, Security,

Usability).

FINANCIAL ISSUES: Profit. Charges for Course or

Certification/ Accreditation. 12

RESEARCH METHODOLOGY: STAGES

a) Exploration of current MOOLC initiativesb) Classification of the MOOLC initiatives

according to concrete criteriac) Evaluation of most representative MOOLC

initiatives using the MOILLE frameworkd) Analysis of the results & conclusions

CLASSIFICATION OF THE MOOLC INITIATIVES ACCORDING TO CONCRETE CRITERIA

2nd Stage

University/Entity

Number of Free of charge language

Courses

Language

Certification/ Badges/Official credits

Fixed time session

cMOOC / xMOOC

Research Findings: Current situation of MOOLCs

• 16 MOOC platforms that offer more than 50 free Language Learning courses.

• <1/2 English Language MOOCs

• Great interest for other languages like Arabic, Spanish, Japanese, Chinese etc. (Perifanou & Economides, 2014).

Examples:

• German Language MOOC won the First Prize for the Best MOOC in the Miriada X platform (Castrillo, 2013)

• “I learn” platform (‘Aprendo’/UNED)

2 English courses 78.690

1 German 22.438 students

(Read & Rodrigo, 2013).

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Issues emerged after exploration & evaluationof current MOOLC initiatives (1)

The use of the “one–to-many” modelLack of communication tools (synchronous & asynchronous)Time zone differencesDifficult teacher’s support to a massive number of studentsDifferent language learners’ profiles (background, language

level, learning needs, learning objectives, learning modes -learn in collaboration or alone or both)

Provide feedback with such an unbalanced teacher-student ratio

Lack of Peer assessment

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Issues emerged after exploration & evaluationof current MOOLC initiatives (2)

Main reasons for the big number of dropouts:

Lack of teachers’ support in most cases Different students’ intentions (no intention to

participate, highly interested to participate, lurkingetc.)

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Practical solutions to MOOLCs’ problems

Use of authentic language materials Variety of language activities Variety of innovative toolsDevelop/choose a learning platform that can:o provide an adaptive way of learning to a big number of

participants.o match also teachers’ profileso provide information about the current status (online/offline) of

learners and teacherso be used in mobile deviceso use analytic tools to support quality of MOOLCs through the

analysis of specific factors18LangMOOCs project

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Dynamic interactions betweenparticipants in a MOILLE

Student-Teacher(s)/Student-Student(s)

Teacher-Teacher(s)/Teacher-Student(s)

MOILLE - Authentic Interaction withnative speakers

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What is mostly important for successfulMOOLCs is to:

“create a highly interactive & collaborativelearning environment that can supportcommunity building not only between peers& teachers but also with native speakers ofthe target language”

Final conclusions

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2nd part: Intellectual outputs LangMOOC project

(Expected outcomes, activities and deliverables)

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• A1 Report: Review of MOOC experiences01

• A2 Report: MOOCs (goals/tech/asessement)01

• A3 Report: Pedagogical framework01

Intellectual Outputs

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• A1 Report: Available language learning MOOCs

02

a) Exploration of current MOOCs for language learning

b) Classification of the MOOCs according to concrete criteria

c) Evaluation of most representative MOOCs using the MOOILLE framework

d) Analysis of the results and conclusions

Intellectual Outputs

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• A1 Lang MOOC toolkit(Version1)03

• A2 Lang MOOC toolkit(Version2)03

Intellectual Outputs

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• OERs based on Authentic Materials 04

A1 ENGLISH

A2 GREEK

A3 GERMAN

A4 ITALIAN

A5 NORWEGIAN

Intellectual Outputs

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• Pilot MOOC for Language Learning05

A1 MOOC Platform set up/localisation

A5 ENGLISH Pilot MOOC

A2 GREEK Pilot MOOC

A3 GERMAN Pilot MOOC

A4 ITALIAN Pilot MOOC

A6 NORWEGIAN Pilot MOOC

A7 REPORT _PILOT FEEDBACK

A6 Technical video tutorials for MOOC pilots

Intellectual Outputs

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• A1 Sustainability Plan 06

Intellectual Outputs

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Thank you all!

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References & ResourcesPerifanou M. & Economides A. (2014). MOOCs for Language Learning: An effort to explore and evaluate the first practices. In Proceedings of the INTED2014 conference held in Valencia, Spain 8-12 March 2014. Full-text

Perifanou M. (2014). How to design and evaluate a Massive Open Online Course (MOOC) for Language Learning.In Proceedings of the eLSE14 conference held in Buchurest, Romania, 24-25 April 2014.

o http://elearninginfographics.com/european-moocs-infographic/#sthash.wCL5G0XD.qjtu

o http://pretoria.uoc.es/wpmu/ambitp/2013/05/22/moocs-state-of-the-arto http://media-cache-ec0.pinimg.com/o http://www.edutopia.orgo http://open-it-lab.com/open-content/o http://edutechdebate.org/oer-and-digital-divide/do-open-educational-

resources-actually-increase-the-digital-divide/