An eLearning Language Appliance to develop the Writing Skill Pedro Pablo Sánchez Villalón Manuel Ortega Asunción Sánchez Villalón Grupo CHICO UCLM Ciudad Real (Spain) BALEAP PIM, 2004 Oxford, UK. 28 Feb, 2004

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 2/18 Contents Introduction EC Directives Conventional Learning CALL & LMS Objectives & Proposal (TELL) Evolution to the AULA System Methodology: Collaborative Writing Process eLearning Scenarios: Skill-based Writing Tasks Contribution to Blended Learning

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 3/18 EC Directives about Language Learning & ICT : Language Learning as preparation for the active use of language for communication e-Learning Initiative: ‘developing skills such as the ability to communicate, to work in group, and to make use of the new technologies for all this’. Introduction European Community Directives  “Ability to Communicate”  Skill-based Information Exchange  “Work in group”  Communication through Collaboration  “Use of ICT”  Technology-Enhanced Language Learning

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 4/18 Conventional Learning Environments Active Skills in Conventional Language Learning Speaking: Face-to-face Communication (Pair work, conversations) Writing: Writing exams, exercises, letters (rarely) no interactive activities Conventional Learning Environment Inside the Classroom, Books (textbooks, workbooks, notebooks) Blackboard Pen & paper Limited access to information Face to face communication No technology - only audio

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 5/18 Learning Management Systems eLearning environments: Web-based LMS: BlackBoard & WebCT Content and Resources online for distance education Shared space for communication (Chat, , discussion lists, …)  A repository of content & resources, easy access to information.  Not synchronous activities  Not collaborative writing Adaptation to CALL & LMS Computer-based(CALL) environment ComputerLabs full of PCs (Hardware) Delivery of contents (Software CDRom) Printed Digitized material Activities Grammar Drill exercises (repetition) and practice tutorials  Improvements: Self-assessment Access to Information  Interaction only with the computer  Not active use for communication in Writing & Speaking Computers = technologically support the language learning process Result: No communication in real time, students work in isolation

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 6/18 Objectives & Proposal Technology-Enhanced Language eLearning TELL eLearning Interaction Web-based tools (Technology) for access to information & communication Integrated methodology (ICT & Language Integration) Writing for Communication in Collaboration (technique) “Writing on the Web” Writing as Communication (process) Writing to Communicate (task) TELL eLearning environment enabling Blended Learning : communication anywhere (M-Learning). communication in real time & at any time pervasive access (Ubiquity) to the system, to information & to ICT tools electronic Whiteboard, e-notebooks, the Web Objective: meeting the new needs and possibilities of the Information Society, from school to university & workplace to life-long learning Learning by communicating easily & actively anywhere anytime.

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 7/18 Conventional Classroom Blackboard Books Pen & paper Ubiquitous Classroom (TELL) Whiteboards: Mimio™ WhiteBoard. Connections: Wireless Connection to the Internet: RF ( IEEE b, 11 Mbps ) A Web-based Server. Computing devices : Laptop, PDA o Tablet PC. Classroom Evolution Computers Language Lab (CALL) Whiteboard: Whiteboard or Screen with Projector. Connections: LANs with an Internet connection A Intranet Server. Computing devices : Desktop PCs

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 8/18 AULA Foundations Web-based learning by communicating by collaboratively writing in a ubiquitous environment. AULA (A Ubiquitous Language Appliance) Infrastructure: Small devices spread over the classroom & at home/work TELL environment enabling Blended Learning Accessible in class, from work, anywhere anytime Active Skill: Individual/Collaborative Writing on the Web Sample Scenario: The AULA New Technologies Assignment Activity: Writing a text to explain the impact of ICT. Pedagogical innovation: Writing evolves from an evaluation technique to an authentic communicative learning technique based on a social activity (Scenario-based Writing).

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 9/18 Methodology (I) Collaborative writing process Planning: (1st stage) The teacher establishes the task as a Scenario: an online newspaper, a project report… The students / participants propose titles for the texts They generate ideas by brainstorming or freewriting They outline & organize

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 10/18 Methodology (II) Collaborative writing process. Development (2nd stage) Discussion session on notes (ideas) with communication tool the Chat facility Writing the notes into sentences & organizing them into paragraphs with language tools: Lexical tools (Dictionaries and Lexicon). An image searcher (Google). Access to information online

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 11/18 Methodology (III) Collaborative writing process. Edition (3rd stage): Revision and final edition. Collaborative correction. Using both chat & language tools Teacher’s assessment: Analysis of students’ trace file Analysis of the chat file of every text. Easy checking for plagiarism or for cheating

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 12/18 eLearning Scenarios: Skill-based Writing Tasks Developing the writing skill to achieve authentic tasks: scenario-based communication with a purpose, for an audience, in a possibly real context.

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 13/18 User Interface Scenario: New Technologies Figure 3 List of Scenario Items and Content available

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 14/18 User Interface The Reading Area The Reading Workspace with Scenario Assignment (right)

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 15/18 User Interface The Writing Area The Writing Workspace and the Chat facility

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 16/18 User Interface WhiteBoard Screen The WhiteBoard, updatable

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 17/18 User Interface The ICT Tools Area Language Tool (Lexicon) Communication Tool (Chat) Help & Content Adaptable to other languages Adaptable to other dictionaries local,internal/external Web-based Synchronous Asynchronous HTML & text files

OxfordOxfordBrookesBrookesU.U.OxfordOxfordBrookesBrookesU.U. Pedro P Sánchez Villalón, Manuel Ortega, Asuncion Sánchez Villalón 18/18 Contributions to Blended Learning Learning a language through Communication by Writing on the Web In an apparently conventional classroom Taking notes and writing in their electronic notebooks Paying attention to the WhiteBoard and to the teacher Evolving to a collaborative ubiquitous classroom Everything (technology, information & communication tools) is accessible from anywhere at any time (with an Internet Connection) adapting the ICT to the classroom Facilitating the Collaborative Writing Process Scenario-based eLearning

An eLearning Language Appliance to develop the Writing Skill Pedro P. Sánchez Villalón Manuel Ortega Asuncion Sánchez Villalón Grupo CHICO Computer-Human Interaction & Collaboration UCLM - Ciudad Real (Spain)