Distance Learning &
Good Practice in Europe
Cor van der Meer
Mercator European Research Centre on
Multilingualism and Language Learning
Fryske Akademy
Trondheim, September 2010
Overview
• Mercator Research Centre
• Distant learning
• Good practices
• EduFrysk
• Conclusion
• Information and references
Trondheim, September 2010
Fryslân in the Netherlands
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Trondheim, September 2010
Frisian language command
• 54 % Mothertongue
• 94 % Understanding
• 74 % Speaking
• 65 % Reading
• 26 % Writing
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Trondheim, September 2010
Mercator Research Centre
activities
• Research
• Publications & Databases
• Network of Schools
• Network of Teacher Training Institutes
•
(forthcoming)
Conferences & seminars
Trondheim, September 2010
Fields of research
• Added value of multilingualism and
multilingual education.
• Application of the CEFR and the ELP
in Europe.
• Informal learning and promotion of
reading in families & households.
• New technologies; distant language
(and culture) learning.
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www.networkofschools.eu
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Distance learning; search for
common typology
• Aims
• Objectives
• Approaches
• Techniques
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Distance learning: Aims
• Classroom / individual
• Tutor / teacher supported
• Curriculum based / incidental
• Subject of teaching
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Distance learning: Objectives
• Targets & assessment
• Quality
• Level of education
• Number of pupils
• Teacher skills
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Distance learning: Approaches
• Concepts
• Role of teacher
• (Virtual) Communities
• Interactive / books
• Documentation
• Games
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Distance learning: Techniques
• Equipment;
• VC
• E-board
• Web
• IPod's or mobile’s
• Class lay-out
• Films / Pdf’s
• Resources / costs
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Good practice in design
• Developing higher order skills
• Developing capacity for self assessment
• Fostering motivation
• Scaffolding ‘next steps’
• Supporting different learning styles
• Creating an authentic learning environment
• Creating links in learning activities
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Good practices 1
• Spanish language distance course (pilot)
• Pupils in Netherlands, teacher in Salamanca
(ISLA, language institute in Spain)
• Instruction language English
• 2 classes of 15 pupils
• VC equipment (without use of E-board)
• Homework fia email
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Results & experiences
• Pilot works out well (‘just do it’ feeling)
• Looking for ways to include E-board
• No use of webcams but classical camera
• Teacher very positive
• Optimal class size: around 10 pupils
• Pupils very concentrated (course is not
obligatory)
Trondheim, September 2010
Good practices 2
• Specialised Mathematics course
• In Breukelen and Sneek, the Netherlands
• Both schools use Electronic Learning
Environment (ELO)
• One teacher involved
• Use of (connected) E-boards
Trondheim, September 2010
Results & experiences
• In the beginning more preparation time for
•
•
•
the teacher
Concern for pupils’ differences in level of
knowledge
Pupils get easy and enough attention
Pupils like to see the teacher and E-board
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Good practices 3
• Frisian language lessons, simultaneously
at three schools
• in Sneek, Koudum and Balk, Fryslân
• one teacher
• use of VC + E-board
• small numbers of pupils
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Results & experiences
• Takes a bit more preparation time for the
•
•
•
teacher, structure is important
Class lay-out is important (U/V)
Possibilities to zoom in on teacher and
pupils
Tests show equal results compared with
traditional teaching methods
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Good practices 4
• Welsh Video Network
• National network for video conferencing
• For students and teachers
• Online Welsh – English education
• In bilingual and Welsh medium schools
• Second and third level education
Trondheim, September 2010
Trondheim, September 2010
Good practices 5
• Weblectures
• Effective as additional method
• Easy sharing
• Need for pedagogical & didactical support
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Good practices 6
• Edufrysk, E-learning tool developed in
Friesland
• Provincial government policy
• For learning Frisian language (& culture)
• Age group 16+
• For all levels
• Dutch as medium of instruction
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Structure
• Language & culture learning through:
• Text (according interest)
• Music / songs
• Poetry
• Games
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Defined user groups
• General interested public (30-40 years)
• New students
• Students, already following course in Frisian
• Teachers
• Young people
• Root seekers
• Expert groups
• Language fanatics
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Features
• Personal profiles
• Virtual communities
• Expert groups
• Podcasts
• Possibilities for software conversion to
other (minority) languages
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Experiences sofar
• Successful
• Quick learning
• Learning strategy is intuitive and analytical
• Low demand for exams or certificates
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Research and templates project
• CETL – UCL, Development of templates
for tutor-supported distance-learning
language courses
• Comparison between Japan, Poland,
Netherlands and England
• Study of learning concepts
• Do’s and don’ts
• Report due in the end of 2010
Trondheim, September 2010
Conclusion
• A great variety in types of distance learning
• E-learning, an endless development!
• A need for didactical / pedagogical support
• Focus on assessment and methodology
• A growing interest but still a limited number
•
of projects among minority languages
The internet creates opportunities for
learning and preservation of languages
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Cooperation
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Trondheim, September 2010
Important links
• European Union (Comenius Grundtvig)
• http://ec.europa.eu/education/trainingdatabase/
• More links available on copy
Trondheim, September 2010
Bibliography
• EduFrysk, Frysk en Frij
(de Vries, 2009)
• Social Networking and learning
(Weller 2007, Mason & Rennie, 2008)
• E-learning, Concepts and Practice
(Holmes and Gardner, 2008)
• Relation Educators and Learners
(Mason & Rennie, 2008)
• Teacher on distance
(Surfnet/Kennisnet Innovatieprogramme, 2010, NL)
Trondheim, September 2010
Tusen takk / Thank you / Tankewol
Cor van der Meer
[email protected]
Mercator European Research Centre on
Multilingualism and Language Learning
Fryske Akademy
www.mercator-research.eu
Trondheim, September 2010