Blended Language Learning Principles, concepts and experiences University of Bern, Department of English 14 April 2003 Prof Dr Kurt Kohn Chair of Applied English Linguistics, University of Tübingen Steinbeis Transfer Center Language Training & Communication

My Topics  Approaches in Language Learning & Teaching: Guiding Principles Approaches in Language Learning & Teaching: Guiding Principles  Blended Language Learning: Concept & Challenges Blended Language Learning: Concept & Challenges  MultiMedia & Internet: Potential & Challenge MultiMedia & Internet: Potential & Challenge  MultiMedia & Web Solutions for a Blended Learning Strategy MultiMedia & Web Solutions for a Blended Learning Strategy  Telos Language Partner Telos Language Partner  Telos LanguageStudio Telos LanguageStudio  A Case Study on Blended Language Learning A Case Study on Blended Language Learning

Guiding Principles learning = self-organized learning linguistic theory, language learning & teaching teaching = to enable self- organized learning  Autonomy  Guided autonomy  Authenticity  Communicative orientation learning material, learning situations & activities ! Learning is a creative construction process !

‘Blended Language Learning’ A new type of pedagogy? An old and familiar concept !! The potential of multimedia and web – Enrichment: support of autonomous learning & teaching –... and Reduction: MM & eLearning as the only solution ‚Blended Learning‘ –Multimedia and eLearning should not be used in isolation –Their pedagogic potential can only be fully exploited in combination with other approaches Challenges –Learners: Making best use of your newly gained autonomy –Teachers: Keeping your familiar autonomy –Language schools: Rebuilding the ship while on open sea  pedagogic diversity

Relevant learning content !! BUT restricted access !! Web access to learning content & natural resources Internet communication with , Forum, Chat & video conferencing MultiMedia & Internet - the potential -

MultiMedia & Internet - the challenge - Pedagogic Integration Blended Learning - Guided Autonomy Multimedia enhancement of the Internet Autonomy of the language teacher

MultiMedia & Web Solutions for a Blended Learning Strategy Learner perspective: –Relevant learning activities: from practice to exploration to communicative interaction –Independent learning: self-evaluation Teacher perspective: –Content autonomy: content processing and open resources –Pedagogic creativity MultiMedia & WebMultiMedia & Web platform: –Cohesive force: integration of content, tools and activities –Scalability: effort and exploitation  Telos Language Partner  Telos Language Studio.com  A case study

Thank you for your attention !

Blended Language Learning Principles, concepts and experiences University of Bern, Department of English 14 April 2003 Prof Dr Kurt Kohn Chair of Applied English Linguistics, University of Tübingen Steinbeis Transfer Center Language Training & Communication

A Case Study on Blended Language Learning Focus is on self-study activities with the CD ROM “Executive English - Marketing” by McGraw-Hill Lifetime Learning: explorative video exercises marketing vocabulary dialogue practice. In the overall course context, further learning and tutoring options are available: additional online exercises discussion forum chat classroom meetings Duration&effort: 8 weeks / 5 hours per week = 40 hours. continue

A Case Study Overview of Learning Options Executive English McGraw-Hill Lifetime Learning Grammar exercises online Self-study CD ROM Discussion forum Chat sessions Bonus exercises online Classroom teaching continue

A Case Study Evaluation Results 1 During the pilot phase, 16 students took part in the course. It was judged as "good" or "very good" without any exception. The following aspects were regarded as especially positive: the diversified learning concept the variety and quality of the multimedia learning materials the dialogue exercises on the CD-ROM the new learning experience with the chat the possibility to direct one's own learning process and the flexibility of time and space the communication contact with other participants. On the whole, adjusting to this new form of course was judged as unproblematic. The learners had a lot of fun, and all of them would take part in a similar course again, or recommend it to other students. continue

A Case Study Evaluation Results 2 There were also negative points: particularly technical problems were mentioned as being time-consuming and therefore frustrating; the work-load was found to be (too) high; the possibility of self-organisation bore the risk of "shallow" learning activities, and there were also motivation problems. The frequently expressed desire for more classroom phases fits into this picture. It underlines once more that giving learners enough room to move is by far not enough to ensure successful autonomous learning. Autonomous learning must be supported and made possible by suitable measures in the sense of "guided autonomy". Here, the classroom phases are of crucial importance. If they are reduced, other ways of guidance must be found. Further empirical studies are needed. continue

A Case Study Evaluation Results 3 All in all, the pilot course was quite successful. It demonstrated that  autonomous language learning can be encouraged and facilitated in a Blended Learning environment;  tutors can further optimize their "local" teaching activities by combining them with learning resources and communication tools "globally" available on the Web. Back to MM & Web solutions overview

Fish on dry ground! It would be wrong to ignore all those good MM & eLearning Tools and contents that are available - but more often than not they just are like There is not enough water for our fishes to swim and to grow and to flourish. continue

The Telos LanguageStudio Our experience: web-based language learning solutions will only be used successfully if they –can be seamlessly combined with tried & tested traditional learning & teaching approaches in pedagogically relevant ways; –have a high added-value at low additional costs. Our strategy for learners and teachers is geared to meet both requirements: –Language learning modules for communication-oriented learning activities, –Authoring tools for adapting learning materials to individual learning needs, –Realistic membership fees continue

Telos LanguageStudio Back to MM & Web solutions overview

Telos Language Partner (TLP Pro) TLP Pro combines communication-oriented interactive self-study activities with intuitive authoring functions. Learning ModeEditing Mode TLP WebConverter The Learning Mode supports a wide range of task formats from written and oral comprehension and production (with video, tests and dialogues) to grammar and vocabulary practice. The Editing Mode enables tutors to create their own learning packages customized to the needs of their learners. Learners use the Editing Mode in explorative learning contexts The TLP WebConverter supports easy and straightforward transformation of TLP learning & testing packages into online modules. continue Back to MM & Web solutions overview

TLP Learning Mode Exercises with video situations Video template A video template is used for playing a video clip, which may be supported by a transcript. If the transcript is activated, a running highlight indicates the position in the video. Highlighted passages can be recorded and learners can compare their pronunciation with the model. continue

TLP Learning Mode Exercises with dialogues Dialogue template with situation picture Two dialogue templates support a flexible combination of dialogue-based listening, speaking, reading and writing exercises. Learners can listen to the whole dialogue or to individual speaker turns. If the dialogue transcript is hidden, listening and writing activities can be combined to simulate a dictation situation. To check the result, the transcript can be made visible above the dialogue field. The dialogue can be recorded with or without the support of the transcript. Pronunciation is checked by comparison with the model. The learner can also play one of the speaker roles. Lexical, grammatical and cultural explanations and exercises can be integrated via hyperlinks. continue

TLP Learning Mode Comprehension & production of texts Question and answer template Production template Comprehension template Various text templates combine text, sound and picture data with speaking and writing functions. They support a variety of text-based comprehension and production exercises: e.g. listening and reading comprehension, writing or translating letters, summaries and reports, answering questions, describing pictures, giving a presentation. continue

TLP Learning Mode Linguistic and cultural explanations Explanation template with sound Explanation templates are available with or without picture and sound support. They are used for lexical, grammatical, pragmatic or cultural contents continue

TLP Learning Mode Gap, Drag&Drop, Multiple-Choice Gap-fill template Drag&drop template Multiple-choice template Gap-fill, drag&drop and multiple-choice templates support a wide range of classical exercises with or without sound. continue

TLP Learning Mode Comprehension support Video template with translation and dictionary To ensure comprehensibility, learners may be given access to a translation. This can be activated for individual passages of a video transcript, text or dialogue and is made visible in a separate field. By clicking on individual words an internal dictionary can be consulted. The dictionary contains simple bilingual explanations. It is not intended to replace an external dictionary (e.g. CD ROM or Web). Back to TLP overview continue

Telos Language Partner Editing Mode All learning materials created with TLP Pro are stored as TLP learning packages. In the Editing Mode, these packages are open for further changes and extensions. The Learning Mode and the Editing Mode are designed as two sides of the same coin. The main difference is that in the Editing Mode the templates are ‘unlocked’ with the effect that all text, sound, picture and video content can now be modified through the direct insertion of data into the template. A dialogue exercise, for example, can be adapted by changing the situation picture, the dialogue text, the sound, or the translation. The empty dialogue template is used to create new dialogues. Sound is created either through direct recording with a microphone or through implementation of a wav file. Learning materials can also be imported from existing TLP packages. Hyperlinks are used to create navigation paths within a package, other TLP packages, to external files (e.g. doc, pdf) or to a web address. It is also possible to create and implement internal dictionaries. Dialogue template: Editing Mode Exercises can be made available either in Practice Format or Test Format. In Test Format learners don’t have access to solutions. Back to TLP overview continue

Telos Language Partner From offline to online Dialogue exercise: Web Dialogue exercise: CD-ROM With the TLP WebConverter, users can easily create web-compatible multimedia language learning modules. Learning contents can be selected from an existing TLP learning package according to preference and then converted into html format by a mouse click. Only sound and video data must be converted separately into RealPlayer format with the RealProducer. continue

Telos Language Partner WebConverter continue

Telos Language Partner Online - Dialogue continue

Telos Language Partner Online: Gap + Feedback continue

Telos Language Partner Online: Select + Feedback continue

Telos Language Partner Online: Multiple Choice + Feedback continue

Telos Language Partner Online: Scores Back to TLP overview

Pedagogic Diversity and.... and.... and.... Guided learning in the classroom Autonomous learning with CD Rom Autonomous learning with online material Guided learning via the Internet VideoChat Discussion forum Chat VoiceChat Explorative learning with authentic content continue

Mix it !! - Blended Language Learning - We are witnessing today a dramatic process of pedagogical diversification: in the past we had the book, the cassette and the classroom lessons; today we have the book, the cassette, the classroom lessons AND the CD ROM AND the Internet AND the intranet AND... To combine the various methods and technologies of teaching and learning in such a way that their individual strengths contribute to the value of the entire learning process – this is both the "secret" and the challenge of modern, technology-enhanced language learning. With the New Technologies, the world of teaching and learning will not be less complex – on the contrary, it will be richer and more demanding. Back to BLL overview