OVERVIEW

= = = INTRODUCTION = = = This Patchwork Text relates to the applied practice I carried out in the context of the Applied Practice in Blended and Online Teaching module of the Edinburgh Napier University MSc in Blended and Online Education. All the patches relate to my practice of using free online tools in an ESL (English as a Second Language) course at my institution. The different patches focus on the choice of tools used, how they were introduced and applied as well as an evaluation of them.

The Patchwork Text begins with an Overview of the context for the practice followed by the Rationale for the choice of practice carried out. Next it includes links to my Reflective Blog as well as to examples of Podcasts and Vodcasts made by myself and my students. It then provides the questionnaire and results related to the Student Evaluation of the use of online tools and finishes with my Personal Evaluation and Reflection of the experience. The final page lists the References to relevant literature referred to throughout the Patchwork Text.

=CONTEXT=

IDRAC is a small, private, French Higher Education Business School located in Lyon, France. IDRAC currently offers no courses online, yet there is an unwritten agenda that staff should be making an attempt to introduce Communication & Information Technologies (CIT) into their pedogagy. While the school does have a Virtual Learning Environment (VLE) called E-campus, it is limited in scope as it offers no Web 2.0 collaborative tools. Recently the school gained access to another VLE which does offer collaborative possibilities, however so far very little has been done in terms of staff develoment in order to train teachers how to use the VLE or, more important, to educate them on the basics of online teaching.

The flagship program at IDRAC is the 5-year International Business Program which requires students to spend 18 months either studying or working abroad. All students are required to study English as well as another foreign language and their time spent abroad must take place in two different foreign language speaking countries. While in France, foreign language courses are part of their curriculum but only account for 2 hours of face-to-face class time per week, for a total of 44 hours in first year and 32 hours in second year. Therefore, it is essentiel to offer students other opportunities for improving their foreign language skills in order to better prepare them for their study/work abroad.

It is proposed that two groups of second year International Business Program students be introduced to several different free online tools in the context of their Business English module. The students will be required to engage with these online tools in English in a variety of different ways. One of these activities will be assessed and count as part of their Continual Assessment grade. The students will receive feedback both face-to-face and online.

AIMS & ACTIVITY PATTERN
- To offer students new possibilities for improving their foreign language skills - To introduce students to useful, free online tools - To provide information and support to students in preparation for using these tools - To provide examples of my use and the students' use of the chosen online tools - Evaluate the online tools and apply that reflection to future language teaching - Identify the pedagogical processes and the benefits of using online tools in language teaching

Exploring ways to enhance technology-based and blended learning - 31/01 - 07/02 Research and development of podcast technology. – 07/02 - 13/02 Student Induction to Podcasts session - 18/02 Student Feedback to Podcasts session - 25/02 Research and development of vodcast technology - 07/03 - 20/03 Student Induction to Vodcasts sessions - 23/03 - 25/03 Student Evaluation of Podcasts & Vodcasts - 29/03 Personal Evaluation and reflection - 30/03 - 03/04 Final submission of patchwork text - 08/04