1. Classifying the Irish 101 LMOOC
Mairéad NIC GIOLLA MHICHÍL,
Mark BROWN, Eamon COSTELLO, Enda DONLON, Collette
KIRWAN, Clare GORMLEY, Colm Ó CIARDÚBHÁIN.
Graz, Austria
24th Feburary, 2016
7. 1. Background to LMOOCs
• CALL has a long history
• CALL remains on the periphery of
traditional practice
• Not surprising slower to engage in
MOOCs as a disciplinary area
9. 1. Background to LMOOCs
LMOOC space…
2014 = 26 - Bárcena and Martín-Monje (2014)
2015 = 46 - Research Team
10. 1. Background to LMOOCs
• Dominated…
– Small but increasing number of LMOOCs
– Global languages: ENGLISH, SPANISH, with more
Chinese MOOCs coming on stream
– Mainly Ab initio courses
– Example ENGLISH MOOCS can be divided into…
• Majority Ab Initio
• Small minority targeting Intermediate learners
• Tiny fraction aimed at English in specific purposes i.e.
business domains, etc
11. 1. Background to LMOOCs
https://about.futurelearn.com/press-releases/futurelearn-delivers-the-largest-mooc-ever-as-nearly-400000-learners-convene-for-english-language-learning/
12. 1. Background to LMOOCs
• Descriptions of LMOOCs imply…
– Transmission or xMOOC approach
– Some assert facilitation of collaborative learning
• Language learning viewed as active needing the
development of both:
– Knowledge
– Skills
• Traditional practice suggests language classrooms
should not scale!
– Massive in MOOC is an issue
13. 1. Background to LMOOCs
• Not just about xMOOC or cMOOC
• LMOOC should engage an action-
oriented approach to language learning
Challenge for LMOOCs…
17. 2. Unique Context of Irish 101
• Part-Funded ‘Department of Arts, Heritage
and the Gaeltacht’
• Fiontar – multi-disciplinary Irish Medium
Academic School
• National Institute for Digital Learning (NIDL)
18. Aimed at Global Irish Diaspora
2. Unique Context of Irish 101
Tweets in Irish - #Gaeilge
19. 2. Unique Context of Irish 101
• Irish language
– ab initio or beginner language learners
– Focus on oral language slkills
– 1 ECTS (25 hours)
– Launch in Autumn 2016
Irish 101 MOOC…
24. 3. Categorisation of Irish 101
• Broad ranging focusing on 12 distinct
areas
• Useful to explore and evaluate the
technical, pedagogical and
institutional aspects
• Also helps to outline limitations
Classification…
25. 3. Categorisation of Irish 101
Open…
• Selection of an institutional MOOC
platform concurrent process
• Use of a lo-fidelity design model for
the MOOC as the platform is being
developed
• Opportunity to feed into selection
process
26. 3. Categorisation of Irish 101
Massive…
• Number of participants based on perspective
demand but limited to available resources
• Agreeing participant numbers an important
step (i.e. initial registrations vs. active
participants)
• Massive not restricted to traditional language
class sizes in forums etc.
27. 3. Categorisation of Irish 101
Diverse…
• Homogenous population with specific
interest in Irish language and culture
• Diversity goes beyond geographical
location
• Diversity in learning approaches
– Participant-Content Interactions
– Participant-Participant Interactions
– Participant-Facilitator Interactions
28. 3. Categorisation of Irish 101
Multimedia…
• Bespoke learning objects – difficulties with
specific software and platform:
– Requiring significant work arounds
– Effecting interactivity due computing demands and
potential of cohort of learners stressing the platform
– Issue of maintaining learners within the platform and
not breaking out to other social media tools or
platforms
– Open source tools being used to support
synchronous and asynchronous communication
29. 3. Categorisation of Irish 101
Communication…
• Facilitated using social media and platform specific
tools
• Discussion forum non-thematically threaded for
navigational and engagement
• Feedforward strategies in learning objects
• Responses to limited number of learner comments
• Audio and video upload restrictions under
consideration
30. 3. Categorisation of Irish 101
Collaboration…
• Tasks designed to support and promote
peer-collaboration
• Tasks are designed to build on
engagement and encourage collaboration
• Limited language ability emphasis on
social interaction
31. 3. Categorisation of Irish 101
Reflection…
• Included to a limited degree
• Comments on an open blog within the
LMOOC
• Reflections will be linked to learning objects
and interactions with peers
32. 3. Categorisation of Irish 101
Learning Pathways…
• Limited language proficiency influence the
number and breadth of pathways (i.e.
certain amount of language needed to
progress)
• Clear signposts within LMOOC to
encourage participants to engage in
meaningful and simple interactions with
each other
33. 3. Categorisation of Irish 101
Quality Assurance…
• Design of learning objects subject to formal
and technical review process
• Learning objects benchmarked to CEFR
• LMOOC undergoing rigorous usability testing
– Iterative design of LMOOC, learning
objects and LMOOC structure
34. 3. Categorisation of Irish 101
Certification…
• No formal certification at present but this
feature to be added
• Researching the use of badges as a
means of persuasion to encourage
engagement and participation
• Notion of self-badging also being explored
35. 3. Categorisation of Irish 101
Formal Learning…
• No formal links between Irish 101 and
associated formal programme
• Structure of LMOOC facilitates this based
on ECTS and CEFR
36. 3. Categorisation of Irish 101
Autonomy…
• Participants will be guided due to limited
proficiency
• Discussion forums designed to promote light
touch moderation and feedback
• Participants supported to engage with social
media associated with course with minimal
facilitation by facilitators
38. • A unique but challenging initiative
• Classification useful as it focuses on a
range of areas
• Useful to break down further – prompts
iterative reflection on the various
elements
Conclusion…
40. Key References…
• Bárcena, E. and E. Martín-Monje (2014). Language MOOCs: an
Emerging Field. Language MOOCs: Providing Learning,
Transcending Boundaries. E. Bárcena and E. Martín-Monje, DE
GRUYTER OPEN.
• Conole, G. (2014). "A new classification schema for MOOCs."
INNOQUAL-International Journal for Innovation and Quality in
Learning, 2(5)
• Sokolik, M. (2014). What Constitutes an Effective Language
MOOC? Language MOOCs: Providing Learning Transcending
Boundaries. E. Martín-Monje and E. Bárcena, DeGruyter Open: 16-
32.
41. “A prudent question is one-half of wisdom”
Francis Bacon
http://www.slideshare.net/mbrownz
mairead.nicgiollamhichil@dcu.ie