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Learning IN A VIRTUAL WORLDLearning IN A VIRTUAL WORLD

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James ScullyJames Scully

Presentation forPresentation for

Majan CollegeMajan College

1 February 20101 February 2010

Outreach from the Language CentreOutreach from the Language Centre

Sultan Qaboos UniversitySultan Qaboos University

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Virtual and Real!Virtual and Real!

a combination authentic online interaction witha combination authentic online interaction with

ee--learning activities to support traditional classroomlearning activities to support traditional classroom

and outand out--ofof--classroom experiencesclassroom experiences

some refer to it assome refer to it asblended learningblended learning faceface--toto--face education,face education,

access to paper resources (handbooks, texts)access to paper resources (handbooks, texts)

multimedia resources (video, audio)multimedia resources (video, audio)

access to electronic information & resourcesaccess to electronic information & resources

interactive / communicativeinteractive / communicative

33

Garrison & Kanuka, 2004

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CommunicationCommunication

adopting a framework which does not break downadopting a framework which does not break down

communication into particular skills.communication into particular skills.

look at the communicationlook at the communication in contextin context

for what purpose?for what purpose?

55

recht & Walton, 1994

Interpersonal Mode

Interpretive Mode

Presentational Mode

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The Modes DescribedThe Modes Described

InIn thethe Interpersonal ModeInterpersonal Mode individualsindividuals have twohave two--way interactions,way interactions,perhaps faceperhaps face--toto--face, on the telephone, in chat, text or email. Thisface, on the telephone, in chat, text or email. Thisincludes some parts of tutorials and peer to peer discussion. It alsoincludes some parts of tutorials and peer to peer discussion. It alsocan be asynchronous in forums.can be asynchronous in forums.

Interpretive ModeInterpretive Mode is much more associated with our context ofis much more associated with our context ofEnglish in an academic setting and involves mostly receptiveEnglish in an academic setting and involves mostly receptiveactivities such as listening, reading and viewing in order toactivities such as listening, reading and viewing in order tounderstand in the appropriate instructions, topic, context andunderstand in the appropriate instructions, topic, context andculture.culture.

InInP

resentational ModeP

resentational Mode, very important in an academic context, we, very important in an academic context, wehave the production of written or spoken language forhave the production of written or spoken language forcommunication to an audience where contact is not as personal.communication to an audience where contact is not as personal.This could include essays, web sites, blogs, wikis, oral presentations,This could include essays, web sites, blogs, wikis, oral presentations,or podcasts.or podcasts.

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Course ComponentsCourse Components

The Complementary ComponentThe Complementary ComponentCourse materials offered through eCourse materials offered through e--learning as an alternatelearning as an alternatemode of delivery.mode of delivery.

The Supplementary ComponentThe Supplementary ComponentAdditional materials and exercises to develop skills requiredAdditional materials and exercises to develop skills requiredby the course.by the course.

The Required ComponentThe Required Component

Assessed elements of coursesAssessed elements of courses

The Communicative ComponentThe Communicative ComponentDay to day course communicationDay to day course communication

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Scully, 2006

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Academic Context ofAcademic Context of

Moodle ActivityMoodle Activity

High ContextHigh ContextTask Based Learning, Problem Based Learning, Case BasedTask Based Learning, Problem Based Learning, Case Based

LearningLearningA high context task will seem real to the language student and duplicateA high context task will seem real to the language student and duplicateacademic behaviour.academic behaviour.

Medium ContextMedium Contextskill focus with some contextskill focus with some contextMedium context tasks offer a simulation of academic behaviour in a virtualMedium context tasks offer a simulation of academic behaviour in a virtualcontext. ELT specific activities are likely integrated with academic ones.context. ELT specific activities are likely integrated with academic ones.

Low ContextLow Contextreductionist, language unit focusreductionist, language unit focusLow context tasks look like learning, students know they are doing language,Low context tasks look like learning, students know they are doing language,e.g. grammar exercisese.g. grammar exercises

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Locus ofControlLocus ofControl

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LocusLocus RelationshipRelationship RoleRole ToolTool TypeType

PeerPeer Learner Learner LearnerLearner SocialSocial CMCCMC

TeacherTeacher Teacher Teacher LearnerLearner Facilitative/DidacticFacilitative/Didactic LMSLMS

SelfSelf Learner Learner ContentContent CognitiveCognitive CALLCALL

Moore & Kearsley, 1996

Garrison & Anderson, 2003

Liu & Chen, 2007

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ModeMode

The ExamplesThe Examples

1010

Credit

Component and

VLE used

Task type

Context

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Interpersonal ModeInterpersonal Mode

Discussion BoardsDiscussion Boards

At SQU manyAt SQU manycourses have acourses have adiscussion boarddiscussion boardwhich is simply therewhich is simply there

for studentsfor studentsto communicateto communicatein English.in English.

Alternatively aAlternatively atopic can be usedtopic can be usedto elicit opinionsto elicit opinions..

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Supplementary

in Moodle

Personalcommunications

High Context

Credit:

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Interpretive ModeInterpretive Mode

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Supplementary

in Moodle

Practice quiz forexam.

Credit: Tom Griep,

LANC0600 Science,

SQU

Low Context

Moodle activity structured like class exam.

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Presentation ModePresentation Mode

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Credit: English for

Agriculture, SQU

Complementary

in Moodle

ListenNote-taking task

Use notes in class

Medium Context

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Interpretive/PresentationalInterpretive/Presentational

ModeMode

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Compulsory

in Moodle

Reading research,written description

and assessment

Credit: English for

Agriculture at SQU

Medium Context

The topic is

pests.

You canhave a

classroom

discussion

and add a

choice

activity to

reach a

class or

course

decision!

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Interpretive/PresentationalInterpretive/Presentational

ModeMode

In theNews:In theNews:

A well blended activityA well blended activity

1.1.

Read newsRead news: RSS feed on: RSS feed onMoodle or Internet searchMoodle or Internet search

or newspapers.or newspapers.

2.2. SummariseSummarise one item.one item.

3.3. PresentPresent in Classin Class

4.4. Write and PostWrite and Post

in forum or glossaryin forum or glossary

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Compulsory

in Moodle

Reading research,written description,

presentation and

assessment

Credit: English for

Agriculture at SQU

High Context

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Presentational &Presentational &

InterpersonalInterpersonal

WeblogsWeblogs blogsblogs

1.1. Read useful/relevant blogs to raiseRead useful/relevant blogs to raiseinterest (Links on VLE)interest (Links on VLE)

2.2. Explain/discuss/show blog genres (Links)Explain/discuss/show blog genres (Links)

journal /diary / social comment / issuesjournal /diary / social comment / issues

3.3. Familiarise selfFamiliarise self -- create own blogcreate own blog(Link from VLE)(Link from VLE)

4.4. Familiarise students with the toolsFamiliarise students with the tools(e.g. lab go(e.g. lab go--through)through)

5.5. Publish (Class creates links pagePublish (Class creates links page wiki?)wiki?)

6.6. Updates, comments and replies (x weeks)Updates, comments and replies (x weeks)

7.7. Sustain interest in writing:Sustain interest in writing:external commentsexternal comments

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Supplementary

through Moodle

Reading research,

regular writing and

response

High Context

Credit: Dudeney &

Hockley, 2007

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Interpretive ModeInterpretive Mode

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Communicative

in Moodle

Written work on

forum, automatic

correction, listening

& reading

information with

written exercise

Credit: developed

using idea by Mark

Stevens (AUS).

Medium Context

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All ModesAll Modes

PodcastingPodcasting

Listen to relevant podcasts (linked via VLE)Listen to relevant podcasts (linked via VLE)

Podcast genres (classwork)Podcast genres (classwork)

Introduce podcast subscriptionIntroduce podcast subscription

Possible Skills (usually collaborative)Possible Skills (usually collaborative)

Create scripts (use wikis/paper)Create scripts (use wikis/paper)

Learn and use recording softwareLearn and use recording software on Moodle!on Moodle!

Upload (As assignment/posting)Upload (As assignment/posting)

Use RSS to notify classUse RSS to notify class Download others podcastsDownload others podcasts

Comment/evaluate/reviewComment/evaluate/review

Class podcast links on VLEClass podcast links on VLE

Start regular podcast?Start regular podcast?

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Supplementary

via VLE

Listening and

reading research,

writing, speech and

response

High Context

Credit: generic task

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All ModesAll Modes

2020

Compulsory

partly in Moodle

Wiki task

scheduling, in-class

presentation forum

posting for review

Credit: English for

Agriculture (SQU).

High Context

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The Blending Role ofThe Blending Role of

MoodleMoodle

Integration of activitiesIntegration of activities

Continuation of contact and communication out of classContinuation of contact and communication out of class

Increasing use of English in otherwise limited environmentIncreasing use of English in otherwise limited environment

Offering alternative/additional delivery stylesOffering alternative/additional delivery styles

Increasing studentIncreasing student--centredness and autonomycentredness and autonomy

Introducing 21st. Century learning toolsIntroducing 21st. Century learning tools

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ThanksThanks

My LC colleagues for their contributionsMy LC colleagues for their contributions

and supportand support

You for listeningYou for listening

Virtuallyjust the beginning!Virtuallyjust the beginning!

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