Hello,
this is to let you know that I am currently available to teach French in and around London,
including the the corporate sector and for private tuition.
I am also interested in course design and material development.
For any proposals, please contact me by email
Thanks!
ETHOS at the British Library
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
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
Eurocall 2013 (11-14 Sept) Evora (Portugal)
Hello,
here is the abstract for my poster presentation at Eurocall Evora.
Language learning in Virtual Environments: What do the students think?
Keywords: student experience, learner autonomy, CALL
In a context of precariousness of Modern Foreign Languages and promotion of e-learning 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 language classes are presented as a blended learning package of face-to-face sessions coupled with the use of Blackboard.
At a time when the students’ feedback and the quality of their learning experience are considered with care by institutions of Higher Education, beginners and post-beginners of French at this institution took part in a study focusing on their experience of CALL for blended learning.
This study was conducted with a reflective practice perspective and involved a mixed- method approach based on the completion of 96 questionnaires and six follow-up interviews.
This poster presents key issues reported by students and includes recommendations for improved pedagogical practice and enhanced student engagement.
student self-completion questionnaire
here is the abstract for my poster presentation at Eurocall Evora.
Language learning in Virtual Environments: What do the students think?
Keywords: student experience, learner autonomy, CALL
In a context of precariousness of Modern Foreign Languages and promotion of e-learning 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 language classes are presented as a blended learning package of face-to-face sessions coupled with the use of Blackboard.
At a time when the students’ feedback and the quality of their learning experience are considered with care by institutions of Higher Education, beginners and post-beginners of French at this institution took part in a study focusing on their experience of CALL for blended learning.
This study was conducted with a reflective practice perspective and involved a mixed- method approach based on the completion of 96 questionnaires and six follow-up interviews.
This poster presents key issues reported by students and includes recommendations for improved pedagogical practice and enhanced student engagement.
student self-completion questionnaire
list of references
Presentation at EUROCALL Nottingham 2011
Integrating Virtual Learning Environments into Blended Learning Courses: The Necessary Evolution of Pedagogical Practices
Higher Education Institutions in the United Kingdom are seen to make an ever-increasing use of Information and Communication Technologies for a variety of purposes and Virtual Learning Environments are an important feature of these developments, in a context of initiatives such as “Routes into Languages” and the ten-year e-learning strategy launched in 2005, and revised in 2009, by the Higher Education Funding Council for England. In addition, the students’ experience has been placed high on the agenda, with implications for pedagogical practices.
This paper will highlight the necessity for the evolution of pedagogical practices in order to boost the integration of Virtual Learning Environments into blended learning courses, using socio-constructivist principles and results of a phenomenological study conducted among students registered for blended learning courses on an Institution-Wide Language Programme. Recommendations will be made regarding the role to be played by lecturers towards the normalisation of Virtual Learning Environments for blended learning.
Slides
Student self-completion questionnaire
Interview questions
List of references
Please email me if you wish to give me some feedback on this presentation.
Higher Education Institutions in the United Kingdom are seen to make an ever-increasing use of Information and Communication Technologies for a variety of purposes and Virtual Learning Environments are an important feature of these developments, in a context of initiatives such as “Routes into Languages” and the ten-year e-learning strategy launched in 2005, and revised in 2009, by the Higher Education Funding Council for England. In addition, the students’ experience has been placed high on the agenda, with implications for pedagogical practices.
This paper will highlight the necessity for the evolution of pedagogical practices in order to boost the integration of Virtual Learning Environments into blended learning courses, using socio-constructivist principles and results of a phenomenological study conducted among students registered for blended learning courses on an Institution-Wide Language Programme. Recommendations will be made regarding the role to be played by lecturers towards the normalisation of Virtual Learning Environments for blended learning.
Slides
Student self-completion questionnaire
Interview questions
List of references
Please email me if you wish to give me some feedback on this presentation.
Poster presentation at EUROCALL 2011 Nottingham
Languages, Blended Learning and Virtual Environments: Students’ Experience and Lecturers’ Role
The precarious situation of Modern Foreign Languages in Higher Education in the United Kingdom has been reported by various organisations such as the National Centre for Languages (CILT), the Higher Education Statistics Agency (HESA), and more recently in the Worton’s report (2009) commissioned by the Higher Education Funding Council for England (HEFCE). At the same time, various initiatives have been launched at national level for Languages (such as “Routes into Languages”) and e-learning (such as the ten-year e-learning strategy launched in 2005, and revised in 2009, by HEFCE).
Today, institutions of Higher Education in the United Kingdom make an increasing use of learning technologies both in and out of the classroom, for various purposes, and Virtual Learning Environments are an important feature of these developments. In this context, the quality of students’ experience and the necessary evolution of pedagogical practices are key issues on the agenda.
In agreement with policies adopted at national and institutional level, the targeted institution runs an Institution-Wide Language Programme which offers students of the university and members of the general public accredited modules in blended learning format, a package of face-to-face lessons and regular use of the Blackboard Virtual Learning Environment (VLE).
Students of French for beginners took part in a survey conducted by means of self-completion questionnaires and follow-up interviews, providing feedback on their experience of Blackboard and highlighting the role to be played by lecturers.
The poster presents preliminary findings of the survey and makes recommendations regarding the necessary normalisation of the VLE.
Click here to view the poster.
Student self-completion questionnaire
Interview questions
References
The precarious situation of Modern Foreign Languages in Higher Education in the United Kingdom has been reported by various organisations such as the National Centre for Languages (CILT), the Higher Education Statistics Agency (HESA), and more recently in the Worton’s report (2009) commissioned by the Higher Education Funding Council for England (HEFCE). At the same time, various initiatives have been launched at national level for Languages (such as “Routes into Languages”) and e-learning (such as the ten-year e-learning strategy launched in 2005, and revised in 2009, by HEFCE).
Today, institutions of Higher Education in the United Kingdom make an increasing use of learning technologies both in and out of the classroom, for various purposes, and Virtual Learning Environments are an important feature of these developments. In this context, the quality of students’ experience and the necessary evolution of pedagogical practices are key issues on the agenda.
In agreement with policies adopted at national and institutional level, the targeted institution runs an Institution-Wide Language Programme which offers students of the university and members of the general public accredited modules in blended learning format, a package of face-to-face lessons and regular use of the Blackboard Virtual Learning Environment (VLE).
Students of French for beginners took part in a survey conducted by means of self-completion questionnaires and follow-up interviews, providing feedback on their experience of Blackboard and highlighting the role to be played by lecturers.
The poster presents preliminary findings of the survey and makes recommendations regarding the necessary normalisation of the VLE.
Click here to view the poster.
Student self-completion questionnaire
Interview questions
References
Eurocall Bordeaux (8th to 11th September 2010)
Poster presentation at the EUROCALL conference in Bordeaux from 8th to 11th September
"Institution-Wide Language Programmes, Higher Education and Blended Learning. Students' Experience of Virtual Learning Environments among Beginners and Post-Beginners of French"
Please email me any comments or suggestions you may have.
Thanks!
"Institution-Wide Language Programmes, Higher Education and Blended Learning. Students' Experience of Virtual Learning Environments among Beginners and Post-Beginners of French"
Please email me any comments or suggestions you may have.
Thanks!
Annual Conference of the Association of University Language Centres (7th & 8th January 2010)
The annual conference of the Association of University Language Centres (AULC) took place on 7th and 8th January at the University of Exeter.I gave a presentation on Virtual Learning Environments, Blended Learning and the Student Experience.
Languages of the Wider World: Valuing Diversity (15th & 16th September 2008 SOAS)
The SOAS-UCL CETL in ‘Languages of the Wider World’ aims to promote excellence in the teaching and learning of languages that do not have a large presence in UK Higher Education but which are of increasing strategic importance, locally and globally.
A key objective of the CETL is to support blended language learning. We have recently introduced Flexi-Packs, specially-tailored packages of web-based materials to supplement taught sessions.
The paper will explain the pedagogical rationale behind the Flexi-Packs and will include examples of CETL-produced materials. Reference will be made to learners’ experience of the Flexi-Packs.
A key objective of the CETL is to support blended language learning. We have recently introduced Flexi-Packs, specially-tailored packages of web-based materials to supplement taught sessions.
The paper will explain the pedagogical rationale behind the Flexi-Packs and will include examples of CETL-produced materials. Reference will be made to learners’ experience of the Flexi-Packs.
Languages in Higher Education: Transitions and Connections (8th and 9th July 2008, York University)
The SOAS-UCL CETL in ‘Languages of the Wider World’ (LWW CETL) aims to promote excellence in the teaching and learning of languages that do not have a large presence in UK Higher Education but which are of increasing strategic importance, locally and globally. A key objective of the CETL is to support blended language learning.
We have recently introduced Flexi-Packs, an innovative package of e-learning and mobile learning materials, designed to boost learner empowerment and autonomy.
The paper will present the pedagogical rationale behind the Flexi-Packs and will focus on principles of material development with a view to maximise students’ learning experience. The paper will make reference to examples of CETL-produced materials.
We have recently introduced Flexi-Packs, an innovative package of e-learning and mobile learning materials, designed to boost learner empowerment and autonomy.
The paper will present the pedagogical rationale behind the Flexi-Packs and will focus on principles of material development with a view to maximise students’ learning experience. The paper will make reference to examples of CETL-produced materials.
European League for Non-Western Studies Workshop (23rd May 2008, Leiden University) E-learning, Mobile Learning. Towards Personalisation or Collaborative Learning?
The SOAS-UCL CETL in ‘Languages of the Wider World’ aims to promote excellence in the teaching and learning of languages that do not have a large presence in UK Higher Education but which are of increasing strategic importance, locally and globally.
A key objective of the CETL is to support blended language learning. We have recently introduced Flexi-Packs, specially-tailored packages of web-based materials to supplement taught sessions.
The paper will present the Flexi-Pack project and will focus on students’ perception of e-learning, with a particular highlight on personalisation and collaborative learning. Examples of CETL-produced materials will be included.
A key objective of the CETL is to support blended language learning. We have recently introduced Flexi-Packs, specially-tailored packages of web-based materials to supplement taught sessions.
The paper will present the Flexi-Pack project and will focus on students’ perception of e-learning, with a particular highlight on personalisation and collaborative learning. Examples of CETL-produced materials will be included.
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