langmooc project _emma summer school 2015, ischia, italy
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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, UK
LangMOOCs project 3
1st part: MOOCs & Language Learning Research background
2nd part: Intellectual Outputs of the LangMOOC project (Expected outcomes, activities and deliverables)
Need for MOOLCsLanguage 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
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Key factors for successful online language Learning courses
learner’s autonomy
social interaction in the target language/exposure
feedback
authentic collaboration building community
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How to design an efficient Language Learning 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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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.
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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.
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 CRITERIA2nd Stage
University/Entity Number of Free of charge language
Courses Language Certification/ Badges/Official credits Fixed time session cMOOC / xMOOC
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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 & evaluation of 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 & evaluation of 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, lurking etc.)
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Practical solutions to MOOLCs’ problems
Use of authentic language materialsVariety of language activitiesVariety 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 factors
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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 with native speakers
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What is mostly important for successful MOOLCs is to:
“create a highly interactive & collaborative learning environment that can support community building not only between peers & teachers but also with native speakers of the 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
02a) 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 FEEDBACKA6 Technical video tutorials for MOOC pilots
Intellectual Outputs
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Maria Perifanou [email protected]
http://mariaperif.wix.com/telresearcher
Thank you all!
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
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urces-actually-increase-the-digital-divide/