1. E-packs: blended learning at London Metropolitan University Cécile Tschirhart and Elina Rigler Department of Humanities, Arts and Languages London Metropolitan University

2. Open Language Programme City & NorthEnglishLanguageCentre City European & Language Services Pre-Sessionals EFL / EAP North Language degrees: BA French, SLAS, German North MAs in TEFL, International ELT & Applied Language St North Applied Translation & interpreting BA and MAs City

3. OLP Open Language Programme: 2500 students;450 external students Institution-Wide Language Programme including language specialist degrees 2 Language Centres: North Campus and City Campus Student profile: approx 70% mature students; a large number of non-specialists

4. ItalianSpanishGermanEFL Business English 5 Stages from beginners to graduate 5 Stages from beginners to graduate 1 2 2 levels at each stage 2 levels at each stage 1 level = 1 semester 1 level = 1 semester 12 FrenchMandarin Chinese Arabic Japanese 1:1, 2:1, 3:1, 4:1, 5:1, 1:1, 2:1, 3:1, 4:1, 5:1, 1:2, 2:2, 3:2, 4:2, 5:2 STAGES AND LEVELS

5. Background 3-hour lesson plus minimum 3 hours of guided self-study - blended learning Until 2001: 80 paper study packs in the LC used by students and corporate clients Disadvantage: inadequate access to materials Since 2001: development of e-packs and online packs Link with Palgrave Foundation series

6. Format 12 on-line sessions lasting 3 to 4 hours each 9 or 10 originally designed interactive exercises 1 extension work section References to videos/CD-Roms/books/tapes Links to other language learning sites plus instructions for a written task

7. Pedagogical Considerations E-packs are designed with the communicative approach in mind (active learning in a multi-media environment; use of language in context) Use of e-packs is intended to promote learner autonomy in a number of ways Feedback is designed to reinforce the learning process Integration of e-packs and taught classes: blended learning Staff/student training and support

8. Availability June 2005: French 1:1 (complete beginner) and 1:2 (post- beginner) Spanish 1:1 Italian: 1:1 German 1.1 and Spanish 1.2 to be completed in September 2005

9. Evaluation Quantitative surveys: 2003: 140 questionnaires 2004: 56 questionnaires Qualitative survey (2005): One-to-one (semi-structured) interviews with 10 OLP students Feedback from teachers (2005): Semi-structured questionnaire

10. How would you rate the experience of using the e-pack?

11. How does the e-pack contribute to the learning of the module?

12. Where do you use the e-packs?

13. Advantages over traditional self- study materials Active learning in a multi-media environment: “It is helpful to have listening and reading in one exercise”. “I prefer interactive exercises.” Individual learning strategies and styles: “Using e- packs makes learning more interesting; it is easier for me to learn with pictures”. Feedback features: “Not getting direct answers can sometimes be frustrating, but it is more useful to have to work out the answers yourself”. Repeating the exercises: “I like the fact that I can repeat the exercises over and over again, at my leisure. “I feel I’m making progress.”

14. Flexible access One mature student with family and work responsibilities: “I find it more convenient to access the e-pack from home. I can do it whenever I have a bit of spare time”. Another mature student, who works full time, uses it as a stand-alone study pack: “It’s really useful for people like me; without the e-pack I don’t think I would have done well.” One student with a computer at home: “I like the flexibility of being able to use it both at home and at university”. Another student without a computer at home: “The good thing is that the materials are easily accessible” [I.e. listening, reading and writing exercises integrated within the e-pack]

15. Do you do the extension work? “It doesn’t look attractive.” “I prefer games and interactive exercises.” “Other modules are a priority for me.” “I wasn’t aware of it.”

16. Do you do the written task? “Other courses are a priority for me.” “I didn’t know about it.”

17. Learner Autonomy Most learners possess adequate IT and metacognitive skills Individual differences: some students able to work completely independently; others need help and encouragement Some activities may not suit their learning styles Learners’ objectives may differ from those of the course

18. Problems with integration Poor response to teacher survey Not all teachers are familiar with e-packs or incorporate them into the lesson plan or encourage learners Students could take more initiative in handing in written work, and finding out about advisory and other services. More training and support???

19. Challenges for the future Adequate funding for research and development Finding content writers with ideas and pedagogical vision Technical maintenance Quality monitoring Continuous staff development Meeting learners’ needs

20. Advice Define realistic technical specifications Merge technical and pedagogical expertise Select multimedia-sensitive authors Save time and money by creating templates Use a recycling approach to writing materials Seek external funding Think carefully about staff and student training and support