Eurocall Conference Granada September 4-7, 2006 Large scale implementation of blended language learning environments (BLLE) Alessandra Corda, Petra Heck.

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Presentation transcript:

Eurocall Conference Granada September 4-7, 2006 Large scale implementation of blended language learning environments (BLLE) Alessandra Corda, Petra Heck Universiteit Leiden / Tilburg University

General background English: language of instruction in almost all MA courses in the Netherlands (from ) English competence level Dutch students: C1 receptive skills, B1 productive skills International students: generally lower level Great demand for academic English courses (both students and staff) focus on speaking and writing need for differentiation

The INTUIT project (I) university language centres Development of an ICT enriched learning environment to support English for academic purposes No distance learning, blended learning Target group: 10,000 students every year 2006: 12 pilot projects, 2007: large scale implementation

The INTUIT project (II) Pedagogical aims: implementation Common European Framework and autonomous language learning Pilots: –Diagnostic testing (Dialang and Set 10) –Language practice (Ellips and Academic Word List) –Guidance (web based language portfolio) Blackboard

Success and failure factors Implementation BLLE influenced by: Relation between computer-supported and non computer-supported activities Teacher professional development Technical constraints

Relation between computer- supported and non-computer supported activities On the basis of which factors do teachers decide which activities should be supported by the computer?

Computer-supported vs non computer supported activities Added value computer: –“tutor” function (interactive exercises; focus on receptive skills) –test function –organizational function (teacher centered: Blackboard) But: focus on productive skills  added value computer: –“tool” function (support for speaking skills) –portfolio function (student centered)

Relation between computer- supported and non-computer supported activities Which computer-supported activities are perceived to be most effective by teachers and students, and why?

Grammar –diagnostic interactive tests (Blackboard); –on the basis of the results students are advised to do specific interactive exercises (Ellips) Why? Differentiation; more efficient use of contact hours. Remedial teaching. Speaking skills: –self assessment through can-do statements portfolio with recorded monologues –self reflection, feedback Why? Differentiation; stimulating autonomous learning and self reflection

Relation between computer- supported and non-computer supported activities For which functions is the computer now mostly used and why?

Use of ICT at the start of the project 2 Language Centers (LC): only links 2 LC: tests (QPT, Dialang), digital language lab 2 LC: Blackboard, interactive exercise (1 LC: also digital language lab)

For which functions is the computer now mostly used and why? 1.Placement and diagnostic testing (also web based: SET 10, Dialang) 2.Digital language labs; Blackboard; interactive exercises 3.Language portfolio Why? -time saving -efficiency

Conclusion New pedagogy under construction …

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