Availability for employment and consultancy

Hello,

this is to inform you that I am currently available for external examining for universities in Technology-Enhanced Learning and French.

Click here for an up-to-date copy of my CV.

I look forward to discussing any proposals with you.

Please contact me by email and I will get back to you promptly.

Thanks!

HEA LLAS E-learning Symposium Southampton (23-24 January 2014)



Virtual Learning Environments and Blended Learning: Are the Students Autonomous?
In a context of precariousness of Modern Foreign Languages and promotion of digital tools among students, often referred to as “technology-enhanced learning”, London Metropolitan University offers an Institution-Wide Language Programme where modules are presented as a blended learning package of face-to-face sessions coupled with the use of the Blackboard Virtual Learning Environment.

At a time when universities consider students’ feedback and the quality of their learning with care, the presenter sought students’ views on their experience of Blackboard as part of their classes in elementary French.

96 students agreed to participate in this research, conducted through a mixed-method approach involving questionnaires and follow-up interviews.
In this paper, the presenter will provide key findings of the study, which include the difficulties faced by participants in their application of digital skills for formal learning and their preference to be guided by lecturers. Recommendations will be made to enhance students’ engagement with the Virtual Learning Environment, focusing on the notions of scaffolding and teacher intervention.

Slides
Questionnaire
Follow-up interview schedule
References

Glocall (28-30 Nov) Da Nang (Vietnam)

CALL and blended learning: Are the students really autonomous?

Keywords: CALL, teacher intervention, scaffolding

In a context of precariousness of Modern Foreign Languages and promotion of CALL at national level, often referred to as “technology-enhanced learning”, the targeted institution, a “new” university in the United Kingdom, offers an Institution-Wide Language Programme where modules are presented as a blended learning package of face-to-face sessions coupled with the use of the Blackboard Virtual Learning Environment.
At a time when universities consider students’ feedback and the quality of their learning with care, the presenter sought students’ views on their experience of Blackboard as part of their classes in elementary French.
96 students agreed to participate in this research, conducted with a Vygostkian perspective and through a mixed-method approach involving questionnaires and follow-up interviews.
In this paper, I will provide key findings of the study, which include the difficulties faced by participants in their application of digital skills for formal learning and their preference to be guided by lecturers. Recommendations will be made to enhance students’ engagement with CALL for blended learning.


slides
questionnaire
interview questions
references