Gaining self-confidence by learning MOOCs autonomously:

1 year journey of teachers & students in a Belgian secondary school

Inge de Waard & Kathy Demeulenaere

Shrinking divides, creating stepping stones: students and teachers (language, tech savvy, learn-to-learn)

CLIL and MOOC?

• Content & Language Integrated Learning (English & French)• Massive Open Online Courses (edX, FUN, Coursera,

FutureLearn).

Situating project

• GUSCO-school• Academic year 2015 – 2016• 2 hours per week• 3 classes in ‘vrije ruimte’ (free space): 2 English, 1 French group• Supported informal learning in formal school setting

Target population

• 3 Teachers • 42 Students (aged 16 – 17 y)• Academic qualifications: human sciences, Latin &

sciences/mathematics… • Optional course • Only few students from a foreign cultural background

Lessonplan

Three major parts:• GroupMOOC: introducing MOOC, the elements, platforms,

interactions… Class progress• EigenMOOC (OwnMOOC): students choose from a selection,

grouped per 3 => 1 (if time permits)• Evaluation & production: evaluate the whole process and

build an intro for next year’s students

GroupMOOC OwnMOOC Evaluate and Produce

GroupMOOC

• Introduction overall• Explaining evaluation and approach • Situating groupMOOC: The Rise of Superheroes and Their

Impact on Pop Culture (EdX).

Concrete - Lesson 2 : Overview assessment system – useful language tools (overview online translation machines/explanatory dictionaries/thesaurus/… and exercises on how to use them efficiently

Focus shift: formal to informal

Normal lesson MOOC – CLIL lessonThe content is pre-defined by the curriculum . It is tested & graded.

The content is suggested. Students are asked to understand it, reflect upon it and discuss it. Not to be tested.

The teacher chooses content. The learner is increasingly asked to choose the content autonomously.

Teacher-led Learner-led

Methods

Online survey (motivation, self-esteem)

Focus group interviews (students)

One-on-one interviews teachers

Instruments used (open science/access)

In class:• Adapted SAM scale view here (Scale for measuring Attitudes and Skills) – used

by teachers in Belgium• Weekly logbook => forum (major actions & feedback) – used by studentsOutside class: • Self-regulated questionnaire view here: monitoring self-esteem, motivation,

digital literacy

Findings students

• Language: • Authentic language use versus more theoretical language use during classes

(grammar/vocabulary). • Spill over into formal English/French classes• Presentations about the MOOCs, pushed the use of new jargon• Learning and interacting with native English speakers from around the world

• Shared metacognition (learning & language)• Students shared how they coped with challenges (content, planning) • Discussion in groups helped to understand what was said in the MOOCs• Using casual language tools (google translate followed by dictionary)• Personalising tempo (repeating MOOC parts, pause options in videos, transcripts for comprehension, slow

down video)

• Class related• Positive impact on learning and understanding MOOC tasks thanks to teacher presence in

first weeks (later no longer necessary)

Learning about potential future interests (choosing what interests us, rather than learning mandatory topics that do not interest us)

Challenges students

• Language:• Unclear language complexity: MOOCs should have a language difficulty meter (cfr

Gunning Fog Index / Flesch-Kincaid index)• If language is too difficult for too long, it works demotivating• Supporting texts can be too difficult to comprehend

• Learning • Upper-secondary students average MOOC learner • Improving the learning process

Findings teachers

Benefits for students• Scaffolded support by teacher & students works• Practising in class prior to MOOC builds trust (language & action) for autonomous

interactions• Language proficiency increasesBenefits for teachers• Increased digital skills• Becoming more tech savvy

Challenges teachers

• Exploring the unknown• Too difficult? => monitoring in class, and motivation/self-esteem• Less pre-defined content, focus on digital & literacy skills• Be open to this continued professional development in practice• Grading focuses on language action, less on content understanding/testing.(picture Nick Kim http://www.lab-initio.com/screen_res/nz019.jpg )

MOOC CLIL importance?

Content & Language Integrated Learning

Increased Learner-Centered Learning (mix: peer interactions, flipped classroom, shared metacognition, digital and literacy skills …)Diversification towards learners/pupils

Content chosen by students => upper secondary, preparing for future, personal interest, autonomous learning goal/s

Questions? Contact? Chat?

Kathy Demeulenaere

Kathy.demeulenaere (at) guldensporencollege.be

Inge (Ignatia) de Waard

Ingedewaard (at) gmail.com@ignatia

www.slideshare.net/ignatia