Validation & Resources for Language Learning in AIOLE Environments Dr Asuncion Sanchez-Villalon, PhD, Dr Pedro P. Sanchez Villalon, PhD, University of Castilla La Mancha, Spain IAC-ETeL 2013 in Prague International Academic Conference on Education, Teaching & E-learning AV consulting & Czech Technical University

Introduction Knowledge Transfer  Knowledge Construction Content-based systems foster transmissionist learning while ICT technologies improve Constructivism Learning ICT help learners to enhance their language learning (in educational centres in teaching & formal learning), or outside, (in informal situations): ◦1. Offering open resources for learning (Web-based, Communicative, simulate and real practice, …) ◦2. Giving support to lifelong learning ◦3. Fostering the design of Personal Learning Environments.

AIOLE: Concept.-Features.-Purpose AIOLE (An Interactive Online Learning Environment) Main Purpose: help teachers and learners to design learning strategies, to develop activities to give access to online materials, to report learners on their learning experiences to fulfill tasks where language skills play an essential role in their learning process.

Resources in AIOLE Environments AIOLE Learning scenarios with Resources: WebWriter 2.0 for tasks & activities edition on the Web & for designing Scenarios (Teachers & Students themselves) Accessing links to Internet resources, Chat tool ePortfolio: ELP Passport, BioLingua, eDossier AWLA writing practice Course, Group & Individual Activities Agenda & File Access & Uploading Webquests & Search Integration …

The CEFR descriptors & Levels

AIOLE project

AIOLE Validation Laurillard´s Conversational Model (2002) checked in AIOLE It accomplishes the 4 components: ◦ Discursive ◦ Adaptative ◦ Interactive ◦ Reflexive

AIOLE Discursive component Chat for conversational exchanges ◦teacher «–» learners ◦learners «–» learners Access to the learning plan column & links Learners can communicate about their learning experience & doubts. Teacher can access learners’ comments

AIOLE Adaptative Component Teacher:  can adapt the learning plan dynamically with sequential steps in learning activities  can offer access to solutions to problems upon practice completion  Or can access information offering remedial work Learners  can modify their own learning plan, tasks & activities  AIOLE will progress showing the teacher’s guide in the learning path from the institutional guidelines and the levels and descriptors of the CEFR

AIOLE Interactive Component The 4 communicative skills, mainly writing, reading and listening.  Writing by integrating AWLA writing assignments in the learning tasks  Reading & Listening activities designed by the teacher for the learner to access and produce feedback  Grammar and Vocabulary quizzes, easily designed using a template or accessing on Web  Speaking motivated in blended environments with stimulating spoken interaction face-to-face

AIOLE Reflexive Component Using feedback  Help the teacher relating the learners’ feedback with the task objectives & tutoring the internalization process  Help the learner saving their feedback in their scenario, inviting them to check and compare results in a non- automatic evaluating technique done by the teacher Using the ePortfolio with the reflective feature of BioLingua : Language BiographyBioLingua : Language Biography

AIOLE internal validation Internal validation: the fulfillment of objectives are reached when checking the learners’ outcomes Internal validation in different online environments AIOLE learning environments:  CIVIErasmus  AIOLE for UCLM courses  AIOLE for EOI-CR courses  PAMCEL, … The first statistics usage was done as a CIVIErasmus platform (tracking facility)

CIVI.Erasmus Experience Castilla La Mancha Region in Spain ~ Km 2 UCLM - University of Castilla La Mancha Km 2 4 provinces: 4 campuses Languages: 4. English, French, German, Italian Participants: No. of Students: 600. No.Tutors: 16 Average visits per student (hrs/mo.) ENGLISH: 26,5:4= 6,6 GERMAN: 35:4= 8,7 ITALIAN: 29:4= 7,2 FRENCH: 22,1:4= 5,5 Dates:March-June (Spring term)

External validation Presentations of AIOLE at Conferences worldwide  TEMCU European Congress: La experiencia Erasmus. U. Granada.  e-Society 2006 IADIS Conference. Dublin: Trinity College  ALT-C 2006: The Next Generation. Edinburgh: Heriot-Watt University  3rd International Microlearning 2007 Conference. Innsbruck U  ePortfolio 2007 EIFE-L: Maastricht. The Netherlands.  iLearn'09 Paris, EIFE-L: Paris  E-Learn 2008, Las Vegas, USA. AACE World Conference on E-Learning Publications of Papers in Journals & Conference Proceedings Publications  International Journal of Continuing Engineering Edu.& Life-Long Learning  CEUR Workshop Proceedings: Virtual Campus 2006 Post-proceedings.  Micromedia and Corporate Learning Proceedings of the 3rd International Microlearning 2007 Conference. Innsbruck U. P.  IEEE Distributed Systems Online, vol. 8, no. 7, 2007  Proceedings of IX International Symposium on Computers on Education Porto (Portugal) Escola Superior de Educaçao  L’autonomia di apprendimento, Firenze U. P., 2010

Conclusions AIOLE has resulted in: 1. an invaluable tool for learning languages 2. a student-centred learning environment based on Blended Learning 3. a way for learners to control their own learning in a later stage It has also been proved to be useful as a learning environment for life-long learning as it is an open platform. Future Work Help learners design their own learning path on the current trends of PLE (following the descriptors and guidelines of the educational institutions and ePortfolio practices)

AIOLE Access to AIOLE Environments:    Thanks !!