integration of ict in lsp learning at the ntua

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Kolethra Eleni, Petrianidi Lambrini,

Rapacciuolo Maria Angela, Moscha Anna

NTUA - NATIONAL TECHNICAL UNIVERSITY OF ATHENSForeign Language Center – Computer Center

The project is co-funded by the European Union – European Social Fund & National Resources – EPEAEK II

INTEGRATION OF ICT IN LSP LEARNING AT THE NTUA

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The FL courses at the NTUA

4 foreign languages 9 different departments:

Applied Sciences, Architecture, Chemical, Civil, Electrical & Computer, Mechanical, Metallurgy & Mining, Naval, Rural & Surveying Engineering

6 instructors 13–week course Tight students’ schedule Status of the language course in a Technical University


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LSP e-learning course development at the NTUA

A. e-course focused on assessment

B. e-courses focused on autonomous learning (Blended Learning)


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General Educational Principles

Learners participate actively in their own learning process

constructing new understanding based on what they already know.

Learners’ understanding can change to accommodate new knowledge in new learning experiences. Learning is active rather than passive (Canapero, 2004).

Students do not learn in a step-by-step fashion, but they acquire features according to their needs, rather than incrementally in the order that teachers present them (Hyland, 2000).


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Educational Objectives for the e-courses

Innovation of the teaching methods Fostering independent learning Facilitation of construction of students’ personal

language knowledge Optimization of learning resources Integration of traditional learning with autonomous

learning through IT


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A. The ESP e-course focused on assessment

Situation at the NTUA:

2200 students 3 instructors


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Facing the Situation

Develop an e-course (supplementary), automatically assessed

Limit the load of assignment marking


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Content of the e-course

Subject specific authentic texts and videos Pools of various types of exercises Facilitators (glossary, remarks, hints) References Evaluation questionnaire


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The e-course


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Implementation of the e-course

Learning Management System (LMS) managed by the Computer Center team:

IBM Lotus Learning Management System Effective handling of load Possibility to Work Offline Well-defined structure of e-courses Minimum dependence on IT experts

E-course developed by the instructors of English after an initial training on the authoring tool:

IBM Workplace Collaborative Learning Authoring Tool Powerful tool for course creation User friendly


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Statistical Analysis

Evaluation of students’ grades (students’ performance) e-course in 2005

written exams in 2005

written exams in 3 previous years (2002, 2003, 2004)

Evaluation of questionnaire (students’ attitude)

Students’ technical background

Software evaluation

Content evaluation


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Results of Statistical Analysis

Students' participation in assignment / e-cource

24,2%19,3%

71,8% 75,8%80,7%

47,0%

28,2%

53,0%

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005

Year

Stu

de

nts

Pa

rtic

ipa

tio

n

Didn't do supplementarywork

Did supplementary work


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Knowledge gained from e-course

Of Medium Use

11,9%

63,5%Useful

Very Useful

17,6%

Of Little Use

4,8%

Useless

0,0%

Very Useful

Useful

Of Medium Use

Of Little Use

Useless

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Content rating index (volume-difficulty) 58%

Software evaluation index Software evaluation index 81,43%81,43%

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Results of Statistical AnalysisStudents’ grades


Students having taken assignment or e-courseStudents having taken assignment or e-course

20052005 higher Mean Score higher Mean Score 2002 2002 in written examsin written exams 2003 2003

20042004

Students havingStudents having takentaken

e-course e-course better grades better grades in written exams in written exams

Students’ ITStudents’ IT literacyliteracy does not affect does not affect grades in e-course grades in e-course

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Instructors’ Interpretation of the Outcome

Improvement in terms of:

Language acquisition based on distinction between general English and ESP

Students’ familiarization with ESP vocabulary and text comprehension


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Conclusion on the ESP e-course

Development and implementation of an appealing task-based ESP assessment e-course

Minimum dependence on IT experts Positive feedback from students Fostering autonomous learning Improvement of language acquisition Enriching experience for instructors


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B. Italian and English e-courses focused on autonomous learning (Blended Learning)

Two English e-courses: Civil Engineering Electrical Engineering

One Italian e-course for all nine Departments


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The Italian language course

Situation at the NTUA Few students from all nine departments Students’ attitude towards the language


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The structure of the e-course

Pre-listening / pre-reading skills (previous experience/motivation)

Listening and reading comprehension of authentic technical texts (hypertext)

Comprehension exercises Vocabulary practice exercises - General language versus LSP Self-evaluation test at the end of every unit Grammar and syntax remarks (technical language) Glossary Sites Evaluation of the e-course


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The Italian e-course


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Implementation of the Italian e-course

Learning Content Management System (LCMS) managed by the Computer Center team:

Moodle Open Source Well known and powerful User friendly Contains its own authoring tool

The electronic material produced by the instructor of Italian was adjusted for Moodle by the Computer Center team


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Benefits of the e-course

Autonomy in learning (place, time and style) Getting familiar with the technical language (authentic

technical texts) Broadening individual knowledge (hypertexts) Increasing students’ motivation (pre-reading/pre-

listening, audio, video, photos) Increasing self-esteem (self evaluation) Eliminating the affective filter (Krashen) Clarifying queries with tutor’s help (forum/classroom) Updating teaching materials


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Conclusion

Pilot phase Students’ feedback


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English Language. Teaching/ LearningThe facts

Crowded classes: Gradually lower participation Disappointment Demotivation


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Teaching/ LearningPrevious attempts for improvement

Improvement of the textbooks Written assignments Assessment e-course


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Teaching/ LearningA new approach

Autonomous learning Active participation Well-constructed e-courses Attractive and interactive medium


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The e-courses

Electrical Engineering Civil Engineering


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New e-course

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English e-courses compared to the Italian e-course

Similarities Structure Blended learning

Differences Authoring tool - LMS Subject specificity Blended learning Forum


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Assessment e-course vs autonomous learning e-course

Similarities The teacher: course designer, material provider Fostering autonomous learning Types of exercises LMS – Authoring tool

Differences Subject specificity Structure (pool of exercises, different learning styles) Attempt restriction Self evaluation


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Conclusion

Enhancing teaching through CALL CALL developers and class teachers


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TO BE CONTINUED…

THANK YOU FOR YOUR ATTENTION


ESP e-courses: http://lms.central.ntua.gr/lms-lmm

ISP e-course: http://rms.central.ntua.gr

[email protected] , [email protected] , [email protected] , [email protected]

integration of ict in lsp learning at the ntua

Documents

ecourse supplementary

esp ecourse

assignment ecourceyeardidnt

lsp learning

learning process

ecoursevery useful17

new learning experiences

language course