Proposal to EAL Organizations to Create On-line Programs Using Moodle
Introduction
All language learning occurs in context, therefore the EAL industry has focused on language proficiency through a task –based curriculum. Many instructors believe classroom learning provides the best learning environment (Pawlikowska-Smith; 2006). This belief coupled with a discomfort many instructors have with computer-based instruction, has contributed to a dearth of on-line EAL programs.
Statement of Need
The need for on-line EAL courses is rising as unemployment amongst immigrants is quadruple that of Canadian-born workers due to their poor language and communication skills (Community Foundations; 2010). While EAL programs are plentiful, they are not always accessible. Most programs run between 9-3, so students must quit their jobs, work nights or take part-time classes. Unfortunately, part-time classes do not offer enough hours of instruction for students to advance CLBs. (Watts and Lake; 2004). Many immigrants are ineligible for programs such as LINC (ATESL.ca; 2004) and private instruction is very expensive. These problems illustrate a gap between student needs and program availability. I propose creating online EAL programs using LMSs (Learning Management Systems) will address these gaps.
There are several LMSs to choose from. WEBCT Vista/Blackboard and Desire2Learn are proprietary and cost money (Munoz and Van Duzer; 2005)(Desire2learn.com; 2010). They are unsuitable as many programs are largely government funded, and can’t afford them. I propose Moodle is the best choice of all open-source LMSs. The SECTION model (Bates and Poole; 2003) is an effective tool to assess Moodle’s suitability as an LMS.
Students Needs
The criteria to assess are: access, learning styles and demographics (Bates and Poole; 2003). Students need an internet connection and web browser to access Moodle which is easily achieved as most households, public libraries and school computer labs have internet access. Regarding addressing audio, visual and kinaesthetic learning styles, lessons can be developed using coloured text, images, audio files, charts, quizzes, surveys, choices and interactive activities like SCROM objects (I use Hot Potatoes) which allow for direct manipulation of language concepts. Demographically, students are adults but some have university degrees, while others lack basic literacy skills. In Moodle, literacy students’ needs can be met using GUIs (graphic user interfaces) with audio and simple activities, while text and communication based courses can be designed for those at higher levels. Instructors can set language settings and create content in multiple languages to allow literacy students to learn English while using their first language for instruction.
Ease of Use and Reliability
To choose an LMS one must consider criteria like installation, operating systems, teachers, students. Moodle works on Windows NT, 2003, 2003, XP and Vista servers, Linux, Mac and free webservers- Apache and MYSQL ( moodle.org; 2010) (Apache.org; 2010) . There are installation packages with instructions available on Moodle.org and other websites (goohio.com; 2010). Organizations can choose update times, and all content updates automatically, minimizing interruption (Moodle.org; 2010).
Creating course content in Moodle is simple. Built-in WYSIWIG features permit easy text, images, audio and video input. To simplify course development, instructors can choose from different formats- timed, topic, SCROM or LAMS (Moodle.org; 2010). Instructors can use the hide feature to conceal blocs and activities to reduce visual clutter and create a simple interface.
Students can find content easily through Moodle’s top down approach and built-in search engine. If permitted, students can repeat activities until they master concepts. Their private gradebook provides instant feedback on their progress after completing each activity. Students can easily upload and submit assignments in word or alternate media(Moodle.org; 2010)(Microsoft Corporation; 2009).
Moodle has thousands of users from individuals to institutions who have created a plethora of online tutorials, faqs, forums, videos, manuals, and support wikis. There are also over 50 service partners willing to provide technical support. (Point/Counterpoint; 2010) (Moodle.com; 2010)
Cost
Moodle is open-sourced; and therefore free. The only hardware needed for a server is a computer with a minimum of 160MB free, 256 GB memory and 1 GB RAM. This allows for 50 users. To allow for more users, more RAM must be added (Moodle.org; 2010). A computer with these features is available for less than a thousand dollars. It is possible to pay for a hosting service, but this is expensive (minimum $3000/annum) (remote-learner.ca; 2010). Most organizations have IT personnel, so installation consists of paying IT staff to install Moodle. Therefore, installation should cost less than $1500. Instructors and IT personnel can handle regular maintenance inexpensively.
Teaching and Learning
Good instructors create lessons that engage students in analyzing real world issues while promoting creativity, critical thinking and independent learning. (International Society for Technology in Education; 2008) Therefore, Moodle’s developers focused on creating a feature rich learning environment. (Moodle.org; 2010). Instructors can teach language concepts using lesson plans, activities, quizzes and interactive features such as forums or wikis to activate students’ language proficiency. For example, modals can be learnt using cloze and matching activities, and students can collaborate and advise on a workplace problem using the single discussion mode. The vast number of add-ons increases the teaching capabilities of Moodle and improves the learning environment.
Interactivity
Moodle’s developers recognize interactivity is essential in good learning environments. Forums, chat rooms, blogs and wikis allow for peer and instructor-student interaction and group work. Add-ons like OpenMeeting and Elluminate facilitate oral interaction in the form of conversations, role-plays, debates, presentations and jigsaws.
Organizational Issues
There are several options to deal with technical difficulties. Most organizations have their own IT personnel to solve problems. When instructors need to solve problems, user and developer created resources are only a search away. There are also service providers who help for a fee-for example, Open2Know charges 175.00 per hour for advice. (Open2Know.com; 2010).
Novelty
While using Moodle is not a new idea, using it for EAL learning in Alberta is unique. If instructors use a variety of add-ons to focus on EAL acquisition using the task-based focus that dominates EAL, a truly unique product could be created. Organizations that choose to develop on-line EAL courses using Moodle will be at the forefront of EAL learning in Alberta.
Speed
While the field of EAL is constantly evolving, in Moodle it is possible to create/adapt and back up materials quickly. When instructors take over a previously taught course, all the materials, course plan, and resources are available in one place, saving time researching prior course materials which often happens in classroom settings
Conclusion
Moodle is inexpensive, reliable, easy to navigate, provide a high level of interaction, integrate reading, writing, listening and speaking skills while fostering critical thinking skills. It enables instructors to meet all of the NETS standards (International Society for Technology in Education 2008).
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References
Articles
Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
Grazyna Pawlikowska-Smith. (2006) Canadian Language Benchmarks 2000. http://www.language.ca/pdfs/clb_adults.pdf.
Munoz, Kathy D. and Van Duzer, Joan (February 2005), Blackboard vs. Moodle A Comparison of Satisfaction with Online Teaching and Learning Tools, by Hombolt State University http://www.humboldt.edu/~jdv1/moodle/all.ht
Watt, David and Lake, Deidre (2004). Benchmarking Adult Rates of Second Language Acquisition & Integration: how long and how fast? CCLB Journal
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CLBs Working For Alberta June 2007 http://www.atesl.ca/cmsms/uploads/File/Reports/CLBsWorkingForAlberta-June%202007-1.pdf
Communicative Competence-August (2004) Calgary Immigrant Educational Services http://www.atesl.ca/cmsms/uploads/File/Reports/CommunicativeCompetence-August%202004-1.pdf
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Unemployment four times higher among university-educated newcomers, says national report card. 2010. Community Foundations of Canada. http://www.cfc-fcc.ca/news/news.cfm?intNewsID=1692
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