1. “...from a distance” Teaching languages in a virtual environment Ursula Stickler and Regine Hampel Open University, UK ECML ConferenceGraz 2007

2. Overview The Open University  The institution  Language courses The course  Tools used  Data collected Feedback  From students  From tutors Training for tutors Conclusions

3. The Open University Biggest ODL (open and distance learning) teaching institution in the UK Largest university in Europe Over 180000 students Established 1969 Principles: Open to all, no entry requirements Teaching a range of different subjects Later additions: applied subjects, languages

4. Languages at the Open University Language courses since 1990s Today: French, German and Spanish taught from beginners’ level (four different courses each) Italian beginners, English for Business c. 7000 students / year Certificate and Diploma BA (Hons) Language Studies

5. Languages in ODL Materials based:  Text format (books, Course Guide, assessment materials)  Audiovisual Media (CD, DVD, video) Tutor support:  Regular assessment and feedback  Regular tutorials (face-to-face, telephone or online) Additional support:  Course website  Central and regional advice  Contact with tutor (email, telephone, mail)

6. The pilot course: CyberDeutsch German intensive language course Intermediate level (volunteers) All materials and interaction online Using  the Open University’s Moodle Virtual Learning Environment (VLE)  FlashMeeting  Blogger.com  SurveyMonkey Five weeks asynchronous and synchronous interaction Two tutor-led groups

7. Virtual language learning tools

8. Combination of Tools

9. Screenshot: Moodle Website Starting Page

10. Tasks Design of worksheets with different tasks around the theme of the course, learning German online The medium as the message 6 worksheets per week, introducing the tools one at a time and guiding students through a number of tasks using these tools Structure of a week:  Worksheet 1: FlashMeeting session  Worksheet 2: students working individually with FlashMeeting recording  Worksheets 3-5: students focusing on different activities around the theme with the help of a particular tool (individual and collaborative work)  Worksheet 6: Moodle quiz

11. FlashMeeting screenshot One user speaks at a time, taking the ‘video slot’ on the left hand side. Others are visible as ‘low-refresh’ thumbnails on the right. Others can queue to speak, and take the video slot. Public text chat can be seen by all users Various other features available such as voting, whiteboard, shared urls.

12. Screengrab: FM Replay

13. Group forum screenshot

14. Blog screenshot

15. Wiki screenshot

16. Data collection tools FlashMeeting recordings Text production (blog, forum, etc.) Moodle log Wiki history Questionnaires: pre- and post Moodle Feedback form Interviews Focus groups

17. General feedback: Students “I was impressed by the new tools, and would enjoy using them as part of a full course. I don’t think 5 weeks was enough time to get to grips with them fully but I appreciate that time was limited!” (Norman) “I don’t really feel as a group we developed a community “independently” of the Flashmeetings. There was little interchange between us [ e.g.no comments on my Blog]” (Nick) “I have commented on the different tools as best as I could... Having said that, I think it is a wonderful new format for a language course and would be very effective after necessary improvements are made. I’d be keen to be involved as a student in German or as a tutor in French …” (Frida) “… I’m very interested in the way that people learn language and this is the first course I’ve ever seen where you get really involved in the work to the point that you forget that you are learning a language. And I think that’s something, it’s the way to learn and it’s very clever.” (Mary)

18. General feedback: Tutors “I thought the materials were very well prepared, very clearly structured. They were building on to each other in from week to week...” “They felt quite overwhelmed, they said that they would have liked..um.. some introduction to the tools beforehand, maybe in English,..er…some of them. So I think..er…maybe the time was a bit short for what they were supposed to do. But the.. the..idea was really good and the best comment I heard was they felt, you know, it wasn’t just using the language for the language sake but actually doing something productive with the language in this really good group activity and…erm…I think that is the best compliment you can get. “

19. Feedback from tutors: summary Tutor role:  interference / autonomy  error correction  use of tools: training of students steering / substitution Tutor training:  different prior knowledge / expertise  different needs

20. Training Dissemination of project results Teaching Days Staff Development (regional training days) Forum for tutor feedback and input Moodle playground for tutors

21. Tutor involvement in learning activities FlashMeeting: synchronous teaching Quiz: no input (automated feedback) Forum: moderating Website: no input (course team generated content) Blog: only comments Wiki: error correction / improvements

22. The end Thank you for your interest For questions, please contact us: Für Anfragen stehen wir gerne zur Verfügung: U.Stickler@open.ac.uk R.Hampel@open.ac.uk