Trends in language learning in higher education

1
Trends in language learning in higher education

• Anita K. Saalfeld
• University of Nebraska-Omaha
• SCOLA 2009
• Omaha, NE

2
Technology

• Wikis
• E-Portfolios
• Blogs
• Instant Messaging/Text Messaging
• Podcasts Vodcasts
• Second Life
• Facebook

3
Wikis Some options

• www.wikia.com
• www.wetpaint.com
• www.wikispaces.com

4
Blogs Some options

• www.blogger.com (Google)
• www.wordpress.com
• www.livejournal.com
• www.xanga.com
• www.myspace.com
• www.facebook.com
• Risk of TMI

5
Wikis Uses

• The dreaded group project
• Instructor can track usage by each group member
  to ensure that all group members are
  participating
• E-Portfolios
• Allows a broad range of media to be uploaded
  including videos, pictures, audio files, etc.
• Course project/library
• Allows all participants in a course to submit
  entries to one central site to construct a body
  of knowledge.

6
Wikis Uses

• Peer editing
• Can be assigned as homework, and instructor can
  easily track who completes the peer editing
  process
• (Recent experimental findings indicate that peer
  feedback is most effective when it focuses on
  content, not grammar.)

7
E-Portfolios Blogs

• Traditional portfolio vs. e-portfolio Why
  migrate to an online environment?
• Learners are already there
• Opens up new possibilities in terms of types of
  portfolio projects (reading, writing, audio,
  video, etc.)
• Audience

8
E-Portfolios Blogs

• Venues
• Wiki sites
• Blog sites
• Blackboard or other CMS

9
Instant messaging

• Instant messaging
• Student to student
• During regular class time (in a computer lab to
  practice writing)
• Outside of class time (Submit as part of
  E-Portfolio)
• Student to instructor
• Virtual office hours

10
Text messaging

• Text messaging
• Students could submit transcripts of text message
  conversations in the target language as part of
  E-Portfolio
• Student to instructor not recommended ?

11
Podcasts Vodcasts

• Learner-created content
• Part of E-Portfolio
• Student teachers (lessons, etc.)
• Instructor created content
• Hybrid courses
• Extra practice activities, especially in
  listening comprehension

12
Second Life

• Can create a virtual environment where learners
  can engage in the target language outside of
  class time
• Fosters learner creativity imagination

13
Facebook

• Most learners are already on Facebook, so its a
  convenient way to communicate
• Create a group for a class where learners can
  post questions, comments, anecdotes, etc.
• Why not Blackboard or other CMS?
• Depends on learner preferences
• Risk of TMI

14
Level of language learner

• Most of these tools can be adapted to all levels
• Specific assignments would need to be tailored to
  level

15
First semester A model

• E-portfolio
• Weekly assignments
• At least 5 of each of the following
• Writing in the target language (short assignments
  based on vocab grammar presented in class)
• Writing in the native language (find a news
  article about the target culture(s) write a
  50-word response)
• Oral recording (with specific instructions
  provided in a rubric)
• Must read comment on entries of 3 different
  classmates each week.

16
First semester A model

• Optional
• Video can replace audio recordings
• Some ideas for audio recordings
• Post picture of family with a recording
  identifying family members
• Post picture of house/apartment with a recording
  of a tour
• Note Recent experimental findings suggest that
  E-Portfolios are most effective when used with
  more traditional forms of assessment, rather than
  replacing them.

17
Advanced classes Grammar Composition

• Blog / E-Portfolio Wiki
• Weekly writing assignments based on course goals
• Regular reading response assignment, requiring
  learners to find a news story in the target
  language, read it, and write an entry about with
  a link to the original article
• For grammar class Audio/video recordings based
  on course content or personal interest

18
Advanced classes Grammar Composition

• Like beginning language learners, learners
  required to read respond to entries of 3
  different classmates each week.
• Wikis Peer editing. Learners can post content
  in a wiki receive feedback from designated peer
  editor(s).

19

• Thank you!
• This presentation is available online at
  http//myweb.unomaha.edu/anitasaalfeld