Gabi Witthaus and Alejandro Armellini

IATEFL ConferenceHarrogate, 10 April 2010

JISC-funded project Dec 2008 to Oct 2010Work-based distance learners in:

Online MA in TESOL & Applied LinguisticsMSc in Occupational PsychologyMSc in Psychology of Work

DUCKLING - Delivering University Curricula: Knowledge, Learning & Innovation Gains

Three technologies: Podcasting

E-book readershttp://www.flickr.com/photos/42329213@N00/1216468104/

Second Life

The challengesLimited interaction with tutors and peersMaterials seen as ‘dry’Limited variety in teaching approaches Students travel a lot - need for mobility Diverse student body - need

for flexibilityApplication of theory

(employers’ request)

Action ResearchData gathered via:

Survey on student use of podcasts/e-readers/SLCognitive mapping interviews – staff, studentsBlackboard discussion forumsData analysisDescriptive statistics – closed questions (survey)Thematic analysis – open-ended questions (survey)Cognitive mapping analysis – interviews

Podcasting – the studyWorld Englishes podcastsPhonology and Phonetics podcastsWimba Voice Board pilot – about to start. Aim

is to make discussion forum more interactive.Analysis of speech styles

in tutor feedback to students on assignments (Psychology)

http://www.flickr.com/photos/8365241@N02/2569205162/

Podcasting – findings so farStudents (TESOL & Psychology) appreciate:

Increased flexibility and mobility – using iPhones, MP3 players and e-readers

Autobiographical podcasts illustrating attitudes to languages – bring course to life

Tutors appreciate:‘Design once, deliver many times’ with

minimum adaptation (online and campus)

Second Life

Second Life clips on YouTubeBuying and selling a car in Second Life

(Languagelab.com)Evacuating an oil rig in Second Life

(Beyond Distance Research Alliance, University of Leicester)

Second Life party(Beyond Distance Research Alliance, University of Leicester)

Second Life – the studyA pilot for the CALL option

Preparation: discussion in Blackboard (2 weeks)Training in SL (2 weeks)Class observations at languagelab.com (3 weeks)Ongoing discussion in Blackboard (7 weeks)Total time = 7 weeks

Number of participants: 18 expressed interest6 attended training 5 observed classes

Partnership withlanguagelab.com

The 5-stage e-tivity model

http://www.atimod.com/e-tivities/5stage.shtml

Increasing flexibility for learners:Learn English at almost any time of their choice

(due to affordances of SL and languagelab business model) and...

At any place where they have the correct set-upOpportunities for learners to talk to native

speakers and people around the worldSocial opportunities

Perceived advantages to using SL for EFL

FindingsSmall number of volunteers but all engaged

enthusiasticallyAll felt that SL experience was useful to have

on CV for future employmentParticipants who signed up but did not

complete the project had technical problems or busy schedules

Findings (2)Structured support and discussion on

discussion board helped keep momentum upSL ‘drop-in’ training sessions are a solution to

time zone problems when working with small numbers

Partnership with languagelag.com enabled students to experience SL in their own time but still benefit from the social aspects of it

E-readers – the studyTrialling Sony Reader PRS 505 – now discontinuedTwo groups of distance students:

Eight students (from Oct 2009) – survey dataNine students (from Mar 2010) – discussion forum

dataAll module materials from VLE uploaded,

including podcastsStudents can upload journal articles as PDFsOne textbook made available (Routledge)

E-readers – findings so farMany students still prefer to read on paper.However:

Cost of e-reader: +-£150 Cost of ordering printouts of materials: £250

The e-reader has changed study habits -> ->

Changes to study habits ‘I find that the reader has become an integral

part of my day...The reader has given me more study time... It's nice to have the … material … loaded onto a single device… I've also gotten into the habit of carrying my reader with my everywhere, and if I'm in a situation where I'm waiting… I will automatically open the reader. How I kill time has been transformed by this device, as previously I would have just spent the 20 minutes playing games on my iPhone!’

Changes to study habits (2)'I commute to (work)… it takes an hour and half

one way, and to get to there… I need to take a bus, a train, then another bus. I've been using the e-reader... The ‘continue reading’ function … helps me to continue from the last place that I left off. I can start reading on a bus, turn it off and when I get on a train, begin again. It's so much easier to take the e-reader rather than taking around a lot of papers and getting papers for each unit out of my bag.'

Changes to study habits (3)‘I now study more in my workdays using

the e-reader. I've been putting it in my bag every day and taking it to work and after lunch reading a few pages. I’ve found that way it keeps the content fresh in my mind. Before with the paper version, I’d allocate my weekends for study.'

E-readers: challengesMany students want to underline, highlight

and make notesFlickering and delays while turning pagesFormatting documents for e-readers is time-

consuming and fiddlyPublishers give blanket refusals to pre-loading

copyrighted materials onto the e-readers. Lessons from the music industry applicable?

What students like about e-readers

Portability: e-readers are usedat home, on commute, inpublic places, while travelling

Bookmarking and ‘continue reading’ function

Accessing VLE materials offlineNo eye strain (‘e-ink’)Long battery life

The big debate – which gadget?Benefits of e-reader vs print/ Netbooks/

iPhones – not an either/or situation: ‘When I want to read and write notes, I use my

laptop. When trying to read to concentrate solely on reading coursework to digest it alone, I find the Sony [e-reader] a great device. As an avid reader in bed, I find the iPhone to be hugely advantageous to my marital well being, having the backlit screen.’

And let’s not forget…

http://www.flickr.com/photos/35983122@N08/4309487305/

Summary

Interaction with peers

Materials ‘dry’

Variety in teaching approach

Mobility Flexibility Application to

workplace

PodcastingSecond LifeE-readers

ReferenceSalmon, G. K. (2004). E-moderating:

the key to teaching and learning online. London and New York: Routledge Falmer.