The Learning Technologies Unit website

This module begins with a critique of mainstream SLA research and proposes that in addition to a focus on the linguistic and cognitive constraints on second language development and the benefit of conversational interaction to second language development, there is a need for a focus on a number of factors which influence, both negatively and positively, second language development.  Among the factors to be considered are the effects of age; the role of aptitude and intelligence; the influence of learning style and personality on learning strategies; the interaction between language, culture and identity (including questions of gender and ethnicity); the effects of beliefs about language, learning and teaching; and the influence of attitudes and motivation. Sessions will be organised around a combination of lectures and group discussions. In some cases group discussions will be student led. This module is assessed by a coursework assignment of 5,000 words in length.

The key aims of the module are:

• to develop an understanding of key concepts and ideas that are dealt with in the professional and academic literature on the language learner and language learning;
• to gain insight into a wider range of perspectives on the language learner and language learning;
• to develop the capacity for the analysis, evaluation and synthesis of primary and secondary sources;
• to gain insight into how to plan and write required coursework;
• to develop  the capacity for sustained and independent argument;
• to develop the capacity for critical self-reflection.

By the end of the module, participants should be able to:

• contribute to conversation and debate revolving around language acquisition and learning;
• link material covered during the module to their teaching practice;
• exploit relevant literature sources;
• critically analyse texts written about language acquisition and learning;
• demonstrate a variety of ways in which concepts, analytical frameworks and evidence illuminate an understanding of issues;
• communicate and present arguments, both in writing and orally, to professional colleagues.
  

Students receive a printed volume which contain tasks for each week. Many of the tasks have to do with the readings for the module, which are supplied in a separate printed volume. Each week the outcome of some of the tasks are postings to the VLE, and usually at least one of the tasks also includes commenting on other students' postings. The tutor posts one comment on the postings for each task.

Varied; e.g. (1) pedagogical tasks which enable students to check their understanding, e.g. 'to check your understanding of working memory, complete the gapped summary / draw a picture to illustrate Riding's working memory test; (2) (pedagogical tasks which encourage students to reflect on what they have read and/or apply it to a teaching context that they are familiar with, e.g., 'read chapter x and choose 5 terms which would enable you to describe to an intelligent but uninformed lay person the state of play in this field'; 'is there anything in this reading that runs counter to your classroom experience?' 'before reading the article, write down the differences between individual learners that you think might have an impact on the second language learning experience'; 'go to http://www.ncsu.edu/felder-public/ILSpage.html, read the introduction and take the ILS questionnaire. Then post the answers to these questions to the group:...; (3) tasks to force students to become familiar with the electronic resources that the Institute makes available to them, e.g. 'access the online version of Hyltenstam and Abrahamsson (2000) from the Institute of Education website. Appendix 2 to these module materials tell you how to do this. Then comment on...';

Students must choose what they consider their three best postings and submit them as a portfolio with a short commentary. This task is compulsory for passing the module, but does not receive a mark. It is part of the evaluation in order to make some participation compulsory, since Institute policy is inequitable here: face-to-face students must attend 80% of classes to pass a module, but DL students in a module where the only assessment is an essay, can not log on a single time and still be eligible for credit for the module.

The second part of the assessment is a 5,000-word essay, submitted electronically and in hard copy.

All students will have followed at least one module by distance learning using this VLE before taking the course.

Module tutor: all academic matters.

Course administrator: all administrative matters.

No electronic learning materials except via the links supplied for some sessions.

Main content formats

Main content producers

Main delivery formats

The classic stuff you read in the books.

FirstClass is visually unattractive, unwieldy and lacks some functionalities that I would find useful.