Trondheim, September 2010 Distance Learning & Good Practice in Europe Cor van der Meer Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy

Trondheim, September 2010 Overview Mercator Research Centre Distant learning Good practices EduFrysk Conclusion Information and references

Trondheim, September 2010 Fryslân in the Netherlands

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Frisian language command 54 % Mothertongue 94 % Understanding 74 % Speaking 65 % Reading 26 % Writing

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Mercator Research Centre activities Research Publications & Databases Network of Schools Network of Teacher Training Institutes (forthcoming) Conferences & seminars

Trondheim, September 2010 Fields of research Added value of multilingualism and multilingual education. Application of the CEFR and the ELP in Europe. Informal learning and promotion of reading in families & households. New technologies; distant language (and culture) learning.

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Trondheim, September 2010 Distance learning; search for common typology Aims Objectives Approaches Techniques

Trondheim, September 2010 Distance learning: Aims Classroom / individual Tutor / teacher supported Curriculum based / incidental Subject of teaching

Trondheim, September 2010 Distance learning: Objectives Targets & assessment Quality Level of education Number of pupils Teacher skills

Trondheim, September 2010 Distance learning: Approaches Concepts Role of teacher (Virtual) Communities Interactive / books Documentation Games

Trondheim, September 2010 Distance learning: Techniques Equipment; VC E-board Web IPod's or mobile’s Class lay-out Films / Pdf’s Resources / costs

Trondheim, September 2010 Good practice in design Developing higher order skills Developing capacity for self assessment Fostering motivation Scaffolding ‘next steps’ Supporting different learning styles Creating an authentic learning environment Creating links in learning activities

Trondheim, September 2010 Good practices 1 Spanish language distance course (pilot) Pupils in Netherlands, teacher in Salamanca (ISLA, language institute in Spain) Instruction language English 2 classes of 15 pupils VC equipment (without use of E-board) Homework fia

Trondheim, September 2010 Results & experiences Pilot works out well (‘just do it’ feeling) Looking for ways to include E-board No use of webcams but classical camera Teacher very positive Optimal class size: around 10 pupils Pupils very concentrated (course is not obligatory)

Trondheim, September 2010 Good practices 2 Specialised Mathematics course In Breukelen and Sneek, the Netherlands Both schools use Electronic Learning Environment (ELO) One teacher involved Use of (connected) E-boards

Trondheim, September 2010 Results & experiences In the beginning more preparation time for the teacher Concern for pupils’ differences in level of knowledge Pupils get easy and enough attention Pupils like to see the teacher and E-board

Trondheim, September 2010 Good practices 3 Frisian language lessons, simultaneously at three schools in Sneek, Koudum and Balk, Fryslân one teacher use of VC + E-board small numbers of pupils

Trondheim, September 2010 Results & experiences Takes a bit more preparation time for the teacher, structure is important Class lay-out is important (U/V) Possibilities to zoom in on teacher and pupils Tests show equal results compared with traditional teaching methods

Trondheim, September 2010 Good practices 4 Welsh Video Network National network for video conferencing For students and teachers Online Welsh – English education In bilingual and Welsh medium schools Second and third level education

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Good practices 5 Weblectures Effective as additional method Easy sharing Need for pedagogical & didactical support

Trondheim, September 2010 Good practices 6 Edufrysk, E-learning tool developed in Friesland Provincial government policy For learning Frisian language (& culture) Age group 16+ For all levels Dutch as medium of instruction

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Structure Language & culture learning through: Text (according interest) Music / songs Poetry Games

Trondheim, September 2010 Defined user groups General interested public (30-40 years) New students Students, already following course in Frisian Teachers Young people Root seekers Expert groups Language fanatics

Trondheim, September 2010 Features Personal profiles Virtual communities Expert groups Podcasts Possibilities for software conversion to other (minority) languages

Trondheim, September 2010 Experiences sofar Successful Quick learning Learning strategy is intuitive and analytical Low demand for exams or certificates

Trondheim, September 2010 Research and templates project CETL – UCL, Development of templates for tutor-supported distance-learning language courses Comparison between Japan, Poland, Netherlands and England Study of learning concepts Do’s and don’ts Report due in the end of 2010

Trondheim, September 2010 Conclusion A great variety in types of distance learning E-learning, an endless development! A need for didactical / pedagogical support Focus on assessment and methodology A growing interest but still a limited number of projects among minority languages The internet creates opportunities for learning and preservation of languages

Trondheim, September 2010 Cooperation

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Important links European Union (Comenius Grundtvig) More links available on copy

Trondheim, September 2010 Bibliography EduFrysk, Frysk en Frij (de Vries, 2009) Social Networking and learning (Weller 2007, Mason & Rennie, 2008) E-learning, Concepts and Practice (Holmes and Gardner, 2008) Relation Educators and Learners (Mason & Rennie, 2008) Teacher on distance (Surfnet/Kennisnet Innovatieprogramme, 2010, NL)

Trondheim, September 2010 Tusen takk / Thank you / Tankewol Cor van der Meer Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy