global challenges in elearning southampton university 14 december 2005
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Global Challenges in elearning Southampton University 14 December 2005. Caroline Moore Director IT Services Teaching and Examinations. About this presentation. British Council experience of elearning for English Language Teaching (ELT) - 20 minutes presentation, 10 minutes discussion. - PowerPoint PPT PresentationTRANSCRIPT
Global Challenges in elearningSouthampton University
14 December 2005
Caroline MooreDirector IT Services
Teaching and Examinations
About this presentation
British Council experience of elearning for English Language Teaching (ELT) - 20 minutes presentation, 10 minutes discussion.
Consider three particular challenges:
1. Different contexts in each country2. Learner attitudes to (e) learning3. Teacher attitudes to (e) learning
NB there are many other challenges… not least finding the right [affordable] technical “solutions” and making them work. And content.
About the British Council
• Founded in 1934
• Works in 110 countries
• Purpose is to build mutually beneficial relationships between people in the UK and other countries and to increase appreciation of the UK’s creative ideas and achievements.
• Core grant-in-aid £178m.
• Income £193m in 2005/06.
• Turnover £482m.
British Council Teaching Centres
• “Direct teaching” of English since late 1930s
• Expansion in 1980s and 1990s
• In 2004/5 we taught English to 306,000 students in 53
countries. 2000 teachers taught 1.1 million class
hours.
• Learners are adults (65% - mainly aged 18-35),
young learners (25% - 3-17) and “professional
development” (10% - mainly business, teacher
training)
Elearning experience
• Developed CDROM content in-house from 1995 to
2005: “Network English” series, YL and IELTS discs
•Since 1997 we have tried to include elearning in our
offer to paying students (limited success,
approximately 1000 students taught)
• Successful launch of free websites for learners and
teachers of English 2000 to 2004.
• Research and piloting of elearning systems 2003 to
present.
Free websites for learners and teachers of English
CD-ROMs: general language practice, YL and IELTS
Authoring tools and creation of ‘high-design, medium-pedagogy’ material
Research and piloting of e-learning systems
Development & implementation of blended English courses
Complex / ambitious media development
Learning platform
Elearning experience
Challenge 1: different context in each countryor “it won’t work here”
Different learners and learning needs in each country affects distribution of ability ranges, age groups, learning needs, expectations.
Different term times, course duration, number of classes per week.
Most students come to (well equipped) BC Teaching Centre premises, but some taught off site.
Differing experiences/access to technology and expectations – gap between Tokyo and Cairo.
Big range in “affordability” (Tokyo approximately x4 Cairo).
Challenge 2: Learners: Market research: typical respondent overall
want 50% class work
delivered with
technology.
are under 30.
(average adult =
28 years old)
use internet, mobile phones,
computers,CD-ROMs
have used
internet and CD-
ROMs for studying.
have emailing
and internet
searching skills.
have computer
and internet access at home/wor
k.
study English
for current or
future job/caree
r.
travel up to 1 hour to & from teaching centre.
are CEF
level B.
have learned English
for under 3 years.
RESPONDENTS …
Reasons for studying English
The most popular reason for learning English is for improved job opportunities.
Improving career prospects is the driving force for many, with social reasons somewhat down the scale.
.
65%
54% 53% 52%
45%
39%
32%
Reasons for studying English (average)
n=1350
learner preferences
1. Diagnostic test
2. Teacher contact (counselling)
3. Revision material
4. Additional material
5. Progress record
6. "Moving faster" (same face to face but progressing faster)
7. Homework system (storage and uploading)
0%
5%
10%
15%
20%
25%
30%
100%
tech
nology
90%
80%
70%
60%
50%
40%
30%
20%
10%
0% te
chnolo
gy
Total India Teachers
Challenge 3: Teachers
2. Contactwith teachers
for advice aboutmaterial
4. A progress record tracking completed
work and achievement
1. A diagnostic test
for informationabout what to
study
3. Additional and revision material
to study
The future: integrate elearning with current face to face learning
Teacher remains central
Website addresses
www.britishcouncil.org
www.britishcouncil.org/learnenglish
www.in2english.com.cn
www.go4english.com
www.britishcouncilonline.org
Contact: [email protected]
Pedagogy / technology
Existing New
Mis
sion
/
mark
et
/ ob
ject
ives
Exis
tin
gN
ew
Quadrant 1Quadrant 1
Quadrant 4Quadrant 4
Quadrant 3Quadrant 3
Quadrant 2Quadrant 2
Leicester E-Learning & Pedagogical Innovation Strategic Framework- Gilly Salmon, Online Educa Berlin 2005