Methodology

Considering the novel approach in the learning and teaching methodology, there are two aspects, in particular, to be taken into account in order to maximise the induction of learners and teachers to the I-BLU course: Targeted Customisation and Blended Learning.

Targeted Customization

Information gathered from assessments and interviews with learners shows that language needs are highly varied from the outset, depending on the roles learners assume at the beginning of their learning paths and the roles they aspire to achieve.

Moreover, the language needs of different learners can lie in completely different domains, and can vary according to the pace and circumstances in which they wish to reach their goals.

 

We are of the opinion that to make the learning instruction more effective, the initial phases of the learning paths should be revised to meet the following objectives:

 

  • The necessity and relevance of entering a post-beginners’ course should be made clearer by making it possible for individuals to find instruction that relates directly to their needs within the courses on offer.
  • Learners should be stimulated immediately and supported in defining their own profile and relating the learning content to their role in the outside world.
  • It is crucial that the learning experience in the initial phase is positive so that learners develop competencies that will encourage them to continue the learning process, both within and outside the context of lessons.

Blended Learning

In order to ensure the successful uptake of the two main project results – the Learners Catalogue and the Blended Panoply training course – both these results must incorporate relevant elements for proper induction of the learners and teachers.

For the learner, these elements should be in the form of appropriate learners’ support structure integrated within the Learners Catalogue and the Blended Panoply.

For the teachers, optimum support should be provided in the Learners Catalogue and the Blended Panoply, including tutorials, methodology inputs and ready-to-use teachers’ materials.

 

  • Upskilling: Developing skills and competences beyond verbal language: In order to ensure the …
  • CEFR and assessment: The methodological message of the CEFR is that language learning should be directed towards enabling learners to act in real-life situations, expressing themselves and accomplishing tasks of different natures. Thus, the criterion suggested for assessment is communicative ability in real life, in relation to a continuum of ability (Levels A1-C2). Descriptors from CEFR provide a basis for the transparent definition of curriculum aims and of standards and criteria for assessment, with an equal focus on activities (“the what”) and competences (“the how”). This is not educationally neutral. It implies that the teaching and learning process is driven by action, that it is action-oriented. It also clearly suggests planning backward from learners’ real-life communicative needs, with consequent alignment between curriculum, teaching and assessment.
  • Use of I-BLU in formal and informal training: In order to ensure the …

CEFR & I-BLU FUNCTIONAL CONTEXTS

The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) presents a comprehensive descriptive scheme of language proficiency and a set of Common Reference Levels (A1 to C2) defined in illustrative descriptor scales, plus options for curriculum design promoting plurilingual and intercultural education. One of the main principles of the CEFR is the promotion of the positive formulation of educational aims and outcomes at all levels. Its “can do” definition of aspects of proficiency provides a clear, shared roadmap for learning, and a far more nuanced instrument to gauge progress than an exclusive focus on scores in tests and examinations. This principle is based on the CEFR view of language as a vehicle for opportunity and success in social, educational and professional domains. This key feature contributes to the Council of Europe’s goal of quality inclusive education as a right of all citizens. The Council of Europe’s Committee of Ministers recommends the “use of the CEFR as a tool for coherent, transparent and effective plurilingual education in such a way as to promote democratic citizenship, social cohesion and intercultural dialogue”. CEFR illustrative descriptors will be used consistently in interpreting the needs of the different profiles of adult learners in the Learners Catalogue, as well as in the design of the Blended Panoply and the development of the learning and teaching materials.

Classification of I-BLU Contexts in line with target CEFR B1 Level of Competence

The I-BLU project aims to create a wide, easy-to-navigate, highly motivated, highly efficient and universally available learning pathway for adult learners of English as a Second Language, enabling fast progress from a low A2 to a functional B1 level of CEFR.

Implementing CEFR descriptors in a curriculum

The main function of descriptors is to help align curriculum, teaching and assessment. Educators can select CEFR descriptors according to their relevance to the particular context, adapting them in the process if necessary. In this way, descriptors can provide a detailed, flexible resource for:

 

  • relating learning aims to real-world language use, thus providing a framework for action-oriented learning
  • providing transparent “signposting” to learners, parents or sponsors
  • offering a “menu” to negotiate priorities with adult learners in a process of ongoing needs analysis
  • suggesting classroom tasks to teachers to include activities described in several descriptors
  • introducing criterion-referenced assessment with criteria relating to an external framework (here the CEFR).

The I-BLU project intends to explore the above possibilities to their full potential, both in the development of the learning content, as well as in its later application with different users.

Defining curriculum aims from a needs profile

The process of embedding a needs profile into the curriculum aims is performed through four steps:


Step 1: Select the descriptor scales that are relevant to the needs of the group of learners concerned. Clearly, this is best undertaken in consultation with stakeholders, including teachers and, in the case of adult learners, the learners themselves. Stakeholders can also be asked what other communicative activities are relevant.
Step 2: Determine with the stakeholders, for each relevant descriptor scale, the level that the learners should reach.
Step 3: Collate the descriptors for the target level(s) from all the relevant scales into a list. This provides the very first draft of a set of communicative aims.
Step 4: Refine the list, possibly in discussion with the stakeholders.

 

Considering that the aims of the I-BLU course for adult learners are set out in the Blended Panoply, the above steps will be followed in the content development, and incorporated into the standard documents and procedures.

The I-BLU project essentially relies on the proper incorporation of CEFR in its key outputs, the Learners Catalogue and the Blended Panoply.
The illustrative CEFR descriptors are key to this incorporation. The descriptors are given for the following competencies:

  • Overall oral comprehension
  • Reading comprehension
  • Oral production
  • Oral interaction
  • Information exchange
  • Written interaction
  • Online communication
  • Facilitating multicultural space

THE MAIN MODELS OF BLENDED LEARNING

For the ease of methodological approach, Blended Learning can be divided into three main models. The choice of the model will depend on the concrete teaching and learning context, but the I-BLU learning platform can support any of the options. 

Model 1

The first model, blended presentation and interaction, has classroom engagement as its primary component, with support from out-of-class, online exercises. The flipped classroom or flipped curriculum approach is a common example of this model, with students viewing podcasts or other online resources independently, followed by classroom-based tutorials or seminars for group learning based on these resources.

Activity-focused face-to-face sessions blended with online resources.
For example, the flipped curriculum model combines:
• short lecture podcasts, online resources with
• face-to-face tutorials/seminars for interaction and presentation of group work.

Model 2

Model 2

The second is the blended block model (sometimes called a programme flow model), in which a sequence of activities, or “blocks,” is structured to incorporate both face-to-face learning and online study, usually with consideration for both pedagogical goals and practical constraints. For example, a course for geographically distributed learners or working professionals may have limited opportunities for classroom-based learning and therefore begin with a block of intensive face-to-face sessions, followed by blocks of online study and collaboration through online tutorials, possibly followed by further block of face-to-face learning or group presentations.

Combination of:
• intensive face-to-face sessions as one day or half days
• weekly online tutorials/seminars for activities and interaction
• online content and resources

Model 3

Model 3

The third model is fully online but may still be considered blended if it incorporates both synchronous learning (for example, online tutorials) and asynchronous activities (for example, discussion forums). Thus, blended learning covers one or more of the following three situations:
• Combining instructional modalities (or delivery media).
• Combining instructional methods.
• Combining online and face-to-face instruction.

Combination of:
• short lecture podcasts with online resources and learning activities
• online tutorials (synchronous)
• interaction via online collaboration, discussion forums and/or group work