Today my course has officially gone live.  The next four weeks I’m entering the unknown and I hope I enjoy the ride.  As stated before this is my first time teaching online and my students are also new to learning in a fully online environment.  At least I’m starting this journey with previous teaching experience and a copy of Salmon’s e-moderation book as my trusty guide.  I need to take a deep breath and embrace the unknown.

Since my last post I have been tied down with my last assignment which I just managed to submit today(phew!).  Along with this I’ve chosen the participants and gave my course a well needed makeover.   So it’s been pretty full on and I’m expecting for it to get even busier as the month progresses.  I need to start writing my literature review and at the same time give my 100% to the online course as well as keeping regular updates to this blog.  I really want to try to make it as successful an experience as possible for the students taking part.  The first stumble I encountered was technological difficulties.  Thankfully I decided to make sure that prior to the course starting, students would check if they were able to download and access Second Life.  Unfortunately two students were unable to do this due to having old computers with  weak bandwidth.   Luckily I made sure of this before starting.  I don’t want technology to interfere too much to the development of the course but I realise that it will create unavoidable problems which I need to address as they arise.   I’m unsure how students will cope with creating their own blog and whether they will find difficulty when trying to add widgets along with adding videos and images to their blog posts.  Hopefully I will be able to direct them via skype if they are unsure how do to anything. Furthermore, I’m also extremely anxious about how students will react to using Second Life and I worry that I don’t have enough experience using this platform to competently assist them through any difficulties they encounter.  One student already voiced their concerns about using SL, asking if it was necessary to use it.  I advised  them to try not to worry about Second Life and told them that ‘It is very new to me and my advice is just to go with the flow’.  This is something I need to also repeat to myself.  Even if I’m unsure and anxious I can’t let students be aware of this and therefore,   I need to remain as upbeat and confident  as possible.


Making Changes

May 25, 2011

At the moment I have been very busy finishing my last assignment before I can actually start the dissertation process.  I have to say that I’m very anxious about what lies ahead.  I really need to change the course which I developed as it has too many tools to cope with and I need to think of tasks which will be suitable for the learners needs.  With not much time left to pursue my research I now need to restructure my course so that it is more manageable in the short time frame which I have. This is all very new to me and I suppose I was naive in thinking that I could incorporate so many tools into a short course. Furthermore, I don’t have any experience teaching online so this will be a challenge and I fear that it will become a very stressful experience.  However, I’m sure it will be an immense learning opportunity and at the end of the process I will have a great insight into teaching online.

I recently got in touch with Isil Boy who has a very helpful blog, offering many different ways to incorporate web 2.0 tools into practice and provides advice on how to use technology effectively to support language learning. Isil was very encouraging and offered me some advice which I need to seriously think about:

 “I was just wondering about the number of the tools you used. Especially Second Life is a big challenge. Or, if you want to use more tools, creating a Mini Ning Network would be good to collect all the works on one place, and you can see all the members with their individual pages. Considering wikis, I use pbworks and embed “groupboard” for online chat and whiteboard, which is free 🙂 Maybe you can use it to make it available for synchronous communication. Finally, you can use #andy hashtag to chat with students.”

This advice was a wakeup call and made me seriously consider whether I should make drastic changes to my course.  I’m now starting to really question whether my course expects too much from the learners.  Moreover, I don’t want anxiety over the use of technology to distract them from the learning experience.  I’m particularly nervous about teaching in Second Life as it is new to me and I’m taking a big risk including it in my course without much experience.  I decided to contact Heike who is continually supportive and encouraging.  She has agreed to meet me in Second Life to show me around and offer me advice and tips.  I’m really grateful that Heike is willing to offer her time and I’m sure this will relieve some of my anxiety.  I’m interested in discovering the benefits of language learning in Second Life and really don’t want to erase it from my course as I think it is an exciting place for students to learn and offers a great potential for language learning.

Isil Boy:

Heike Philp :

Which Research Method?

May 19, 2011

I visited my tutor this week to discuss my thoughts and voice any concerns with the research proposal.  Thankfully she was pleased with my new research poster and thought that my research would be very insightful and a worthwhile process.  Please look at my Research Proposal Poster for a short summary of what I intend to do.  My research will be ‘An introspective account and critical evaluation of an e-moderators experience teaching in an online pilot EFL course.’  I plan to collect data from this blog which will provide an  introspective analysis throughout the process.  I will outline Salmon’s(2004) five stage model and see how it translates into practice.  From the data analysis I will critically evaluate the model in relation to my practice and then seek to propose changes to the model.

Having decided on how to collect my data I was unsure what the research method was known as and whether it was considered valid research.  Throughout my year learning about research methods I was well prepared to understand the differences between qualitative and quantitative research and made aware of the philosophical assumptions such as the ontological and epistemological stance of the researcher.  Furthermore I learned about the different types of methods used to collect data towards adequately answering the particular research question.  I thought that I was grasping the world of educational research until I started planning my own.  My mind seems cluttered with so many different terms for methods and many of them seem to overlap and relate to one another.  Whenever I read about the different methods I can relate most them to my research proposal.  I thought it could be a case study in that I’m trying to conduct an in-depth analysis of my own perceptions.  I also thought it could be action or practitioner research as I was following the process of my teaching practice and looking at how my practice  influences the success of the course carried out.  Or could it be Ethnographic or field study  as I will submerge myself within the study.  I was completely confused as my research intentions did not clearly fit into any of these methods.  All I was certain of was that it would be a qualitative paradigm with an interpretivist stance.  When I asked my tutor she cleared up my doubts and suggested that the methodology  is known as self-study research and also critical research.  During my year learning about research methods I was never made aware of these methods and I was a little anxious whether I would be comfortable carrying them out.  My main concern was the subjectivity of the research and that I would not have a triangulation of data which would surely weaken my research.  Again these doubts were reduced when my tutor stated that this type of research did not require a triangulation as it was just myself who was being researched and pointed me in the direction of some useful literature to assist with understanding the self-study method further.  It’s now time to go back to the books and hopefully gain a clearer understanding of the implications of the self-study method.  This will assist with studying for my last assignment, which requires me to write a 2000 word research proposal and is due at the end of the month:(.  The assignment will complete the Research Methods course providing a research proposal and indicates the start of the dissertation process. I now have a list of an unmanageable amount of literature to look through for particular references, which will hopefully be used to great effect in supporting my argument.

  • Salmon, G. (2004) E-Moderating: The Key to Teaching and Learning Online (2nd ed.).  London: Routledge.

Is it possible to make a course for busy people?

How difficult can it be finding participants for a new innovative on-line course?  I thought it would be a breeze but I was proven to be very wrong.  I reckon my first problem was believing that my snapshot of a course was innovative.   When you finish creating a new course you feel very proud of what you have achieved and tend to not be as critical as you perhaps should.  The more I step away from the course the more I see changes that need to be made.  However I view it as a template which can be adjusted depending on my students needs.  I firmly believe that it needs to be flexible and will only work if it adopts a learner-centred approach which takes into consideration sociocultural factors.  I think this is exciting as instead of following a book I can develop tasks around my students and cater for their interests.  At the moment I’m still trying to confirm participants to take part in the course and assist with my research project.  Initially I contacted my friends in Japan as I believed they fitted the bill for my course.  I was looking for busy office workers who would not have the time or energy to attend an English classroom but had the enthusiasm and drive to practice English. Living in a context where English is not used, it is very difficult for them to continue to learn English and develop fluency. I think that learning over the internet can make this possible and that the advancement of mobile learning means that English can be learnt on the move at a time which is convenient for the learner.  I sent out several e.mails emphasising that this course would be flexible to their needs and stated that it would cater for people with busy lifestyles.  With this in mind I was very disheartened when I only received a couple of replies that said they were too busy to take part.  Since then I have contacted ELT friends who have been very supportive and have also tried to spread the word and used their contacts from previous jobs teaching English around the world to try to find some willing participants.  Again nothing happened and I was starting to panic.  Luckily this panic subsided once I was introduced to Elizabeth who has been unbelievably helpful in gathering me some very enthusiastic German students.  I recently interviewed some over Skype and I started to feel that the my research could actually go ahead.   It seems that the dissertation will be full of ups and downs and I need to accept that this is all part of the process.

This is a call to all ESL practitioners to assist me in giving my course a rigorous evaluation so that I can give it a brand spanking make over before going live in June.  This is my first attempt at making a course on-line and I really need all the constructive criticism you can provide.  I’m going to conduct the course in June and use it as a platform to reflect on the process of e-moderating.  Again It’s my first time teaching on-line so I welcome any support and advice during the process.  I’m hoping to post regularly and use my reflections to support my dissertation.  I really want to explore the process of e-moderating and hope to improve my practice as the course develops.

I recently received a very kind e.mail from Russell Stannard who gave me some very important pointers to think about:

  • Good idea to allocate a reader/readers to each blog. So the students who make a blog always know they are writing for someone. I suggest at least one reader but preferably more.
  •  I am not so sure that I would have used a Wiki as well as a blog. I think that sometimes brining in so many tools can be a bit confusing. So I bring in blogs into one of my courses and then Wiki into the second module rather than introduce them in the same module.
What do you think?  Do too many tools spoil the course?  and should I replace the Wiki and concentrate on the blog?  Wiki or no Wiki that is the question.
I’m really interested in what everyone thinks.  Please could you take the time to look at my blog below and offer any advice.
ESL Imaginarium On The Go…… 

I also wonder what your opinions are on the following questions:

  1. What are students beliefs and perceptions about learning within an online language learning community?
  2. What role does the teacher have in supporting and facilitating an OLL community?
Thank you in advance.  I would be very grateful if you could spread the word and hope you can follow my journey.

Stay Focused

May 12, 2011

I met my with my dissertation tutor to discuss my ideas and proposal for the dissertation.  She was very encouraging and gave me some great advice.  We decided that instead of relying on participants for feedback  that I would instead focus on my own thoughts and reflections as a form of data.  I was unaware that this would be a possibility but I thought that it would be highly beneficial to concentrate on my feelings throughout the process.  This is where this blog takes centre stage.  I intend to use this place as a factual log which will detail what I do and what happens when I take certain actions.  It will become an introspective account which I intend to critically analyse  and consider how what I actually do in practice relates to theory.  This journal will focus on evaluating Salmon’s five stage model of an e-moderator(See below).  As this is my first time as an e-moderator I will use her framework as a scaffold to accompany me through the process.  I’m really interested to see how accurate her model is and notice if it can effectively translate into a language learning setting.  My title will be ‘A critical evaluation of an e-moderation process’.  It’s now time to make sure I can actually get some participants.

To do list:

  • write 2 pages of literature review
  • Get participant confirmations
  • Start reflective blog
Salmon’s Five Stage Model
Salmon, G. (2004) E-Moderating: The Key to Teaching and Learning Online (2nd ed.).  London: Routledge.

I  previously kept a blog called eslimaginarium which I used to release my creativity and explore the use of video clips to stimulate interesting activities.  Throughout my year at University I realised that my blog did not have any clear pedagogic focus and it lacked any knowledge of language learning theories.  I would like to return to my blog and actually connect the activities to sound pedagogic principles. In my second term at University I decided to choose on-line language learning as my option course.  This course was influential in my decision for the dissertation.  As part of the course assignment I was required to create an on-line course.  I found this to be highly stimulating and I constantly wondered how it would actually work with students.  This is when I thought about using it as part of my dissertation.  I thought about how I could use it to research how effective an online language learning course could encourage the development of a community of practice?  I made a research poster to clarify my proposal and share my thoughts with tutors and peers.  Check it out here: Research Proposal Poster

I needed to find out more information about the topic so I decided to contact the professionals.  Here is what I sent:

I’m really interested in how effectively an online language learning course can encourage the development of a community of practice amongst efl learners. I will attempt to answer the following questions:
What are students beliefs and perceptions about learning within an online language learning community?
What role does the teacher have in supporting and facilitating an OLL community?

I was wondering if you have any ideas on references or similar studies which you could recommend.
Any advice would be greatly appreciated.
Thank you for your time.

From this e.mail I found that there is support everywhere and people are genuinely willing to help me on this journey.  Here are some of the professionals who encouraged me to continue with my topic:

Nicky Hockley’s teaching online‘ book offers some very engaging activities which encouraged me when developing my online course.  Her website is a constant inspiration and I hope I can attend one of the highly recommended teaching online training courses which the Consultants-E offer.  Nicky’s  recent appearance at the IATEFL conference was a resounding success and added some fuel to the technology debate.Nicky suggested that I contact people doing online courses via online teachers’ networks such as the British Council ELTECS lists, or the Webheads list.

Nicky created a mind map last year which I would like to consider while I carry out my online course:

Shelly Terrell’s ‘teacher reboot camp‘ is another blog which I find to be highly influential.  Shelly suggested some very helpful webinars taken from the virtual round table site  Her 30 goals challenge is an excellent way for teachers to constantly develop their practice within a supportive community.  I particularly want to develop a Personal Learning Network(PLN) which I believe will give me some much-needed support and guidance through the dissertation process.  Check out her video about establishing a web presence:

From Shelly’s links I discovered Heike Philp.  She was very insightful and we had a nice discussion over g.mail.  She suggested that I research whether the live synchronous component use in SL could make a difference to participants sticking with the course.  It is something I would love to pursue but I’m unsure I will have enough time and participants to research this.

I was very worried about changing my direction of dissertation topic, however with such a response of supportive e.mails I am more assured with what I want to research and I feel that my journey will not be in isolation.  It is wonderful to know that I’m surrounded by such a caring and insightful community.

Spreading the word

May 10, 2011

Thankfully my perseverance paid off and I started to receive some encouraging e.mails from practitioners and potential participants.  Two friends in Japan were very interested in taking part in the course and thought that it would be an exciting experience but at the same time they  were concerned that it may take too much time to contribute.  I replied by reassuring them that it would be a flexible course and was purposely build for busy people who don’t have much time to practice English due to their demanding lifestyles.

As you all know the Royal Wedding this month was an occasion celebrated all over the world.  I have to say that I was amazed at the surge of royalist support and instead of joining this joyous atmosphere I decided instead to spend my time wisely working on my last assignment with the royal snoozefest on the tv in the background.  While this event was happening my father was attending one of the many street parties occurring all over the world in celebration of the Royal wedding.  With a background of champagne flowing, dainty cupcakes and copious amounts of red white and blue bunting my father talked with Elizabeth who is an ESL teacher with over 30 years experience teaching in Germany.  From this chance encounter I have been in daily contact with Elizabeth and she has provided me with several interested Germans who are looking forward to participating  in my course.  It is these moments that put some much-needed energy back into your project and I am now starting to feel that my research is  becoming a reality.

Finding participants

May 10, 2011

In order for this research to commence I first need to find participants.  The past couple of months I have contacted many people in the hope that I can find some likely candidates to take part in my online course.  I decided to use ‘facebook’ to contact my friends in Japan and also asked other EFL teachers if they knew of anyone who would be interested in joining the course for one month.  It has been a very stressful process and I didn’t realise how difficult it would be to find some participants.

Here is my original message which I send to several people:

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