Kein Folientitel

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Training teachers to use Virtual Learning
Environments
Steffen Skowronek E-mail skowron_at_uni-potsdam.de
Christoph Lehker E-mail lehker_at_uni-potsdam.de Un
iversity of Potsdam Language Center PowerPoint
download point www.uni-potsdam.de/spz/sprachen/sb
eng
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PRESENTATION OUTLINE

• 1. EUROVOLT via VLE and the context of this
  project
• 2. Language teachers and VLEs reluctance and
  enthusiasm
• 3. Challenges in training language teachers to
  use VLEs
• 4. Sample materials
• 5. Conclusion

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EUROVOLT via VLE

• Main components
• VOLT Language Teaching
• Online language teacher training courses
• Language teacher training workshops (f2f)
• VOLL Language Learning
• Model language learning modules
• Objectives of the project
• Development of online courses and related
  resources
• European-wide exchanges of expertise and
  experience

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CONTEXT OF THE WORKSHOPS
Before the first workshop (October 2006)
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Language teachers and VLEs

• Reasons for some language teachers reluctance
• Negative experiences
• Lack of reward and low professional status of
  online tutors
• Time constraints and the huge initial workload
• Technophobia and lack of interest in technology
• Lack of belief in the benefit of using VLEs
• Reasons for some language teachers enthusiasm
• Attitudes Technophiles and adventurous people
• Immediate and long-term advantages (both
  didactics and organisation)

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Challenges in training language teachers to use
VLEs

• Pedagogical experience and training
• Previous experiences with technology
• Expectations hands-on vs. theoretical background
• Non-teaching participants
• Learners different languages, levels, vocational
  orientations etc.

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Learners needs and expectations
Use of ICT / computer literacy n58
n37 Students surveyed 2006/07 2003/04 a)
have high-speed DSL and a flat rate 91.4 24.4
b) are somewhat experienced users 100 48.8
c) use e-mail, www and chat regularly 63.8
18.9 d) use computer more than 8
hours/week 69.0 10.8 e) use ICT / VLEs in
university courses 100 05.4 Language level,
by skills 5-9 years of English instruction at
school Mid-course and final tests reading,
writing and listening Knowledge of vocational
content terminology, concepts, theories
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Sample materials print
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Sample materials print
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Sample materials print
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Sample materials online
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Sample materials online
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Conclusion

• Workshop feedback overview
• Astonishment about technical features and
  didactic applications
• Requests for further guidance
• Praise for hands-on activities supported by
  detailed and foolproof written material
• Useful practical hints and examples
• Step-by-step approach with appropriate
  progression
• Prompt answers and explanations when problems
  occurred
• Features that need to be improved
• Scheduling, e.g. shorter modules - 2 days - more
  workshops
• Presentation of a whole course, not just parts of
  courses
• Communication forum to share experiences
• Online modules to follow up the workshop and
  encourage its practical use

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Thank you very much for listening to our
presentation!
PowerPoint download and workshop materials
www.uni-potsdam.de/spz/sprachen/sbeng