Using the ELP an electronic learning journal

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Using the ELP an electronic learning journal

• Dublin June 7-9 2007
• Nadia Spang Bovey
• University of Lausanne

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Presentation

• ESPA A personal workspace to support autonomous
  learning
• The online learning journal
• Students work
• Tutors view
• Lessons learned and improvements

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General survey of the structure of the modules
and interaction with the ELP
Course with teacher (2 periods in group)
ESPA (1 or 2 periods work) with tutor Personal
workspace

• Language learning Biography
• Intercultural Experiences
• Self-assessment Checklist
• Objectives
• Dossier

Communicative activities
E V A L U A T I O N
Stimulation of autonomous learning
Learning Journal
Work on the quality of the language and the
different skills
ELP
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1. ESPA - A personal workspace

• Not a course
• Implemented in Moodle
• Pilot semester in 2004
• Two levels
• A0 / A2-B1 (Instructions in French)
• B1 (Instructions in target language)
• English, German, Italian and Spanish
• Used by 300 students

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Three major objectives

• Facilitate communication with other students
• Stimulate autonomous learning
• Work on the quality of the language (grammar,
  vocabulary) and the different skills (listening,
  reading, speaking, pronunciation)

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Homepage
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Support to learning
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(No Transcript)
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ELP reference lists
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Search engine
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2. The learning journal

• Can be
• Viewed by student and tutor
• Supervised and commented by tutor
• Printed and integrated into paper ELP
• Must be
• Used during each autonomous learning session
• Assessed to get ECTS

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Students work
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Top of page

• The Journal must be printed at end of each
  semester -gt ELP

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Body of page
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Impact on students

• Development of autonomy
• Diagnosing ones strengths and weaknesses
• Defining personal learning objectives
• Becoming aware of the various aspects affecting
  learning
• Reflecting on attitudes and motivation
• Thinking critically

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Teachers view

• Whole group overview
• Last access by student
• Last access by tutor
• Comments
• Individual journal consultation and commenting
• Automatic notification to student when comments
  are published

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Two types of comments
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Tutors role

• Supporting students motivation
• Keeping the group alive by opening activities and
  getting involved
• Identifying students in difficulty
• Providing language learning advice

From teacher to mentor
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3. Lessons learned

• Most students are not autonomous learners -gt
  resistance
• Tutors role is critical in the habit forming
  process
• An on-going process for both students and staff

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Improvements 2007-2008

• Journal linked with exercises database
• Implementation of vocabulary tool
• Better integration with ELP reference lists

Thank you for your attention ! Nadia.SpangBovey_at_
unil.ch