1 History Gone Digital The Industrial Revolution, a campus-neutral, digital, content-integrated language learning course Maj-Britt Höglund, PhD, HANKEN Thursday, 25th Aug. 2016 Linguavaasa, Academill
2 Context and Content Content-integrated language learningA digital, campus-neutral course at HANKEN Two courses, actually, 3 ECTS each The Making of the Industrial Revolution I The Making of the Industrial Revolution II
3 Definitions Digital (concept preferred by HANKEN) ElectronicOnline = real time or not? Internet course Web course (concept preferred my me)
4 The course in question a web course, but not real-time online!once registered, students can start any time during term and complete the course any time before the deadline or by the deadline Students schedule their own course Tasks can be submitted in order of student’s choice (NB final essay comes last!)
5 Campus-neutral taken by Helsinki and Vaasa students, as well as JOO- students from other units: Novia, VAMK, ÅA, UVA Who are they? Part I: Bachelor level or Master level (students planning ahead or needing points) Part II: mostly Master level (students in urgent need of 3-6 language points for their degree!)
6 So what's the problem? Not the students! WebOodi and administrationHki sign-up and Vaasa sign-up for 5152 and 5152-V = two lists of participants x 2 terms + Hki sign-up and Vaasa sign-up for 5153 and 5153-V = two more lists x 2 terms >> 4 lists per term!!! Plus the result lists…
7 Future tools? WebOodi at Hanken to be replaced > something more user- friendly? Help… UVA has introduced a more concise interface, with a student and teacher dashboard, where WebOodi feeds information into Moodle. (Demonstration, anybody?)
8 Participants Part I had 33 Hki + 22 Vaa students last term30/55 completed Part II had 9 Hki + 15 Vaasa: 9/19 completed (usually 2/3 Hki, 1/3 Vaa) For the teacher of web courses a complicated administrative process!
9 Deconstructing the course:Content Goal Form
10 Content of the course(s)Part I focuses on major issues related to the beginnings of Britain’s industrial revolution ( ), such as transport and communications, population, migration and urbanization, and the impact of protest movements and political reform in the nineteenth century. Part II focuses on specific issues related to the second phase of Britain’s industrial revolution (c ), such as economic policy, free trade system and exports, evolution of banking and the money market, and finally, industrial retardation.
11 Learning goals Part I After completing the course, you will be able toidentify the role of nineteenth century Britain for the subsequent development of industry and economics in Western Europe. Part II After completing the course, you will be able to identify the factors which made the growth and development of modern industrialized society possible.
12 International learning experienceYou will acquire skills to communicate in a global community; discover intercultural contexts; qualify for exchange studies and be able to work in an international setting.
13 your acquired knowledgeOverall goal you will be able to process and present your acquired knowledge in English allmänbildning yleissivistus
14 >> student workload per course 80 hrsRealized in teaching Teaching material: Two main text books: chapters clearly specified Additional reading suggested (also videos to watch) Active information search on the Internet (one task) >> student workload per course 80 hrs
15 What’s in Moodle Structure and variation: Video lectureAudio with PP slides 3 file submission tasks; 1 short online task (info search required) 2 Quizzes Final essay + instructions for academic writing (writing conventions to be observed in the final essay)
16 Now… …transfer to Moodle
17 Decisions to make Content Presentation Technology
18 You make the decisions, and you’re alone!Content How do you realize the learning goals? There is a text book or “literature” BUT … no manual for the digital course! What do you want the students to know? What do you want/need to give them, content-wise? You make the decisions, and you’re alone!
19 Presentation What kind of learning experience do you want to give the students? Format (how do you present content & tasks?) Types of exercises: Quizzes, online submissions, file submission, obligatory chat participation, student produced videos …
20 Technology Programs, programs, programs…Video recordings: Video camera + YouTube (whose account?), DreamBroker (where to store?), Adobe Connect in real time… Types of videos: talking heads, interviews, live lecture, drama >> easily one dozen options In the studio or by your home computer? NB your use of time!
21 More options Consult the EduLab professionals!Animations… Webinars… Flipped classroom: challenging roles Students learn before they come to class In class: widening, deepening the subject Consult the EduLab professionals! They have a studio, a ministudio, a YouTube account
22 More decisions… Time frame: online lecture(s) using, e.g., Adobe Connect or free scheduling (lecture videos always available on Moodle) NB use of Fronter in Sweden Number of participants Longer tasks/final course essay through Urkund or Turnitin?
23 Summing up Advantages/disadvantagesmajority of the teacher's workload is before the course everything has to be ready once you open the site = everything has to work e.g. Quizzes cannot be altered once one student has started doing it = equal opportunities for all
24 Keeping lists up to dateYour workload Preparations before term During term: Reading, Marking, Keeping lists up to date Annual upkeep + possible changes
25 Contact & feedback Feedback, contact and group contact?Witten feedback or oral online feedback? When? How frequently? Moodle news forum, possibility of chat forums. Word-of-mouth alerts the students to the existence of the course(s). Easy access to teacher.
26 Student feedback Flexibility! Participants can compile their own time frames, schedule when to take the course.
27 Thank you! Questions?