Beyond the Ancestral Code: Towards a Model for Sociolinguistic Language Documentation

Most language documentation efforts focus on capturing lexico-grammatical information on individual languages. Comparatively little effort has been devoted to considering a language’s sociolinguistic contexts. In parts of the world characterized by high degrees of multilingualism, questions surrounding the factors involved in language choice and the relationship between ‘communities’ and ‘languages’ are clearly of interest to documentary linguistics, and this paper considers these issues by reporting on the results of a workshop held on sociolinguistic documentation in Sub-Saharan Africa. Over sixty participants from Africa and elsewhere discussed theoretical and methodological issues relating to the documentation of language in its social context. Relevant recommendations for projects wishing to broaden into the realm of sociolinguistic language documentation include: a greater emphasis on conversational data and the documentation of naturally occurring conversation; developing metadata conventions to allow for more nuanced descriptions of socio-cultural settings; encouraging teamwork and interdisciplinary collaboration in order to extend the scope of sociolinguistic documentation; collecting sociolinguistic data which can inform language planning and policy; and creating opportunities for training in sociolinguistic documentation. Consideration of sociolinguistic language documentation also raises significant questions regarding the ways in which Western language ideologies, which have been especially prominent in shaping documentary agendas, may be unduly influencing documentary practice in other parts of the world.National Foreign Language Resource Cente

Instructional Design guide: Team Guide for blended courses. Griffith College Dublin.

This project focused on blended, flexible and online programme and module design and I have already created a simplified 15 page eLearning Instructional Design (ID) guide which draws on the Learning Pyramid (2005), Gardner’s Multiple Intelligences (1993) Grant Wiggin’s Backwards model (2005) and the Addie and Dick and Carey models (1996) amongst other learning theories. I developed this ID guide in response to an observed staff, learner need to understand and then apply eLearning knowledge and best practice confidently, for course development. My approach was to take learning theory which I am familiar with, as module co-ordinator on Pedagogical Practice 1, (part of a level 9 Special Purpose Award, Certificate in Training and Education (CTE) offered by Griffith College Dublin GCD and distil into a simplified, practical, user-friendly guide, to scaffold and steer the design process from traditional to blended delivery. Drawing on aspects of a practical presentation paper which I delivered to the Irish Learning Technology Association (ILTA) at their annual Ed Tech conference in 2015, entitled “Conversion course” I described the process of re-designing the three modules in our 20 ECTS CTE programme from block release, classroom based modules for blended/online delivery. Identifying the essential elements of a module and creating a hierarchy of importance and significance of tools, activities and aspects of the course, is the first stage in this dynamic process. Reflection within a team context helped clarify what these elements should be and how they would help students apply the lecture content, fulfil the course assessment and achieve the validated Learning Outcomes. The structured ID guide serves as a blue-print for this creative and reflective process. I introduced this guide document to staff at GCD this year and am in the process of creating a hand’s on web learning “object” based on my original ID guide. The motivation for this was drawing on Chickering and Gamson (1987) who identify active engagement as one of the most effective forces in education. I am developing this interactive tool in order to explain instructional design theory, while demonstrating some of the techniques which enhance active learning e.g. drag and drop problem solving, animated diagrams, use of cartoon characters etc. I am using the rapid eLearning software package Articulate Storyline 2 to enhance the user engagement and experience in understanding and applying learning theory. I would like to test the tool’s use with at least three programme teams each year, over a three year period and evaluate against other comparative studies and blended/eLearning guides. The methodology of this research proposal would involve my facilitating use of the ID guide and interactive web object with small academic teams, tasked with developing blended, flexible, online programmes and modules; this could be within Griffith College or on a broader HE scale. Evaluation of the final outcomes in the course review process would include qualitative feedback captured from team focus groups, student questionnaires (using Survey Monkey) and quantitative use of O’Neill and Cashman’s recently developed score card, evaluation tool (2016)

The future look (s)blended: Engaging Pedagogy in Blended Learning

The successful LL.B. (Hons) programme via Blended delivery (Bachelor of Arts Law QQI level 8) at Griffith College has been running since 2014. Our Digital Learning Department (DLD) followed up that first Blended programme with a Business Studies under graduate offering – the BABS (Hons) via Blended programme, which commenced Sept 2016. The DLD staff were instrumental in proposing, designing and rolling out this blended programme as an extension of our Part-time (P/T) and Full-time (F/T) BA Honours Business Faculty offering (BABSH). Currently students are completing the final year of their degree and we have a staggered intake in September and again in February. The model we employ for these programme consists of a blend of synchronous and asynchronous elements and activities delivered via the Moodle (3.4) platform, recently redesigned in-house, for better user experience (UX) in 2018. Weekly 20 min e-lectures are created by subject specialists, in bespoke, e-Learning labs, using Camtasia software; then quality reviewed and posted to the VLE in the high quality Ubicast format. Use of this highend technology makes flexibility of delivery and engagement possible and a variety of student pathways are facilitated on the Blended programme as a result. The Ubicast system provides value added functionality, which is appreciated by our learners in their student survey comments. Resources (including e-Lectures) and Moodle activities are revealed to students weekly, including blogs, discussion forums, YouTube clips, academic papers, online quizzes etc. This delivery mode is supplemented by monthly online classroom (Zoom Pro) etutorials, where break-out rooms, screen-sharing and use of white board graphics make for dynamic interactive Q&A sessions. Lecturers also make themselves available for 1:2:1 office hours using their own Zoom online classrooms via their Moodle module pages. One of the corner stones of this blended delivery continues to be live face-to-face days scheduled monthly, where learners join their peers on Saturdays, on campus, for 3 hour “flipped” classroom workshops. Continuous formative assessment is facilitated via Moodle submission points, using Turn-it-in anti-plagiarism software, where a variety of online feedback options, are made easily available to the learners. This presentation will showcase our delivery methods, use of learning analytics and strong results

Zooming Marvellous

For six years I’ve have the dubious experience of testing and supporting four online classroom systems. Each have had different features to offer and the technology has improved over that time. This whistle–stop tour points up the pros and cons of virtual communications and showcases the strengths of this evolving tool and how it can be harnessed for pedagogical advantage. From the toggle choice of “speaker view” to “gallery” to the joys of icon-conversations (thumbs up, slow- down etc.) not to mention the distractions of the chat box, the virtual classroom can be a law unto itself. Lecturers need to assume the officer role and set the pace and tone for their tutorial sessions. Learning/Educational Technologists are crucial to facilitating online classrooms from training, advising on headsets and webcams, helping to trouble shoot during the webinar and posting links to recordings after the event. Our online classroom of choice at Griffith College is Zoom Pro and we have dynamic live sessions on a weekly basis, making full use of break-out rooms, screen-share, whiteboard graphs and dashboard tracking. Our regular eLearning committee meetings have also had a boost from Zoom’s high resolution, robust signal and the democratising ease of connecting with our colleagues in Griffith College Limerick (GCL) and Cork (GCC). We don’t use Zoom technology for lectures but prefer to play to its strengths as an e-tutorial platform, perfect for synchronous Q&A sessions after the learners have viewed and re-played their e-Lecture online. Google Chrome is our choice of browser and Learning Technologists advise participants using the private chat option when they encounter technical issues. Increasingly our learners choose to join the tutorial via iPad and mobile phone making this a very movable e-learning feast

Conversion Course: Ed Tech conference short paper 2015

The challenge was exactly the sort of model exercise that a Learning Designer might use for a Teaching and Learning training session; take a workshop based course and recreate it as a blended model with online emphasis. The 5 ECTs module, Pedagogical Practice, is part of a level 9 Special Purpose Award, Certificate in Training and Education along with other two modules, namely, Assessment and Programme Design (10 ECTS) and an ePortfolio based module - Reflective Practice and Development (5ECTS). Reflective practice and active learning were strong foundations of the original course, so the challenge was to enhance these elements and build on and retain the good practice which had already been established. The focus of this short paper is on redesigning the one particular module – Pedagogical Practice 1, which is also part of a wider Masters in Training and Education. As an exercise in rethinking the various elements and adding new online tools and activities I used the OULDI Open University Learning Design Initiative (JISC-OULDI) project colour coded cards, a creative approach which helped clarify my instincts and judgements about the learning design. It involves distilling down to the essential elements of the module and creating a hierarchy of importance/significance of certain tools, activities and aspects of the course. This helped clarify what the online elements would be and how they would help students “unpack” the lecture content, fulfil the course assessment and achieve the validated Learning Outcomes. Once my choices were made as to the various blend of elements and how they would resonate with the other modules in the programme, I attempted to map out the online activities and assessment elements and discuss planning of design and delivery with the Programme Director and other academics on the team. The online activities would include use of the student forum, VLE blogging, creating a glossary of theory terms, collaborative project work using the online wiki tool and online quizzes. Assessment had a formative element in an online, micro teaching exercise, using Adobe Connect and summative assessment which included peer observational assessment. The course lectures were captured using Power Point within Camtasia and there were synchronous blended elements such as an induction day and regular Webinar tutorials. I included use of the University of London’s recently developed Learning Designer, a web based tool for dynamic lesson plan creation and support of learning technology integration. As this module has only begun delivery the final results will not be available by the end of May; however the main online lectures and activities will conclude on the 23rd May so there will be a rich source of material to present at Ed Tech 2015

E-Portfolio assessment of, for and as learning: Reflections on the Learning Technologist role in Technology-Enabled Assessment.

The role of a Learning Technologist (LT) is one of support and facilitation and increasingly relevant in our technology enhanced Higher Education sector. This extended abstract is a reflection on delivering technology-enabled assessment (TEA) from an LT perspective and explores the challenges and lessons learned over a two year roll out period. The ePortfolio used was a be-spoke version of Mahara devised at University College Dublin (UCD), where I worked as an Educational Technologist (ED Tech) from 2014 until October 2017 with the School of Public Health, Physiotherapy and Sports Science (SPHPSS). The two programmes which I introduced ePortfolios to were diverse in subject and level and equally varied in the modes of use designed for assessment of, for and as learning, one of this year’s ICEP conference themes. Having worked in the HE sector in the UK and Ireland for several years as a lecturer and more recently a LT or Ed Tech I had been aware of ePortfolios as a multi-faceted learning and assessment tool. I was therefore very keen to use the Mahara version available to “add value” to the programmes I was supporting. Both student groups engaged enthusiastically with ePortfolios, as this technology is used within their professional context as a “showcase” for skills and qualifications and a framework for Continuing Professional Development. This paper will reveal some of the lessons learned from experience, intuition and reflection on a rapid assessment roll-out including some very positive results which were achieved. I will look at the indispensable role played by the LT in scaffolding technology-enabled assessment and the practice and experience of using this particular digital learning tool – what worked, what didn’t and why. I will also explore the various aspects of assessment of, for and as learning, as demonstrated through the deployment of ePortfolios in this particular context and use National Forum literature review findings to show examples of how this technology has been embedded into practice in the wider HE sector

Call to ARM at Griffith College

Last year we made a decision to engage college-wide in some dynamic change management – and we called the project A.R.M. or Annual Rollover of Moodle. In the past at Griffith College we reviewed and upgraded the module Moodle pages, and moved from one iteration of the VLE to the next during the summer months. But in 2018 we took the opportunity of a Moodle re-design, to change this practice and consign the last academic year pages to the archive. Every module was assigned a box-fresh empty Moodle page to populate, ready for a new cohort of learners to view and engage with VLE activities, in another busy academic year. The seismic change in practice was planned some six months in advance, as we needed to communicate this shift and then support our 200 members of staff in grasping a very positive move. Working closely with IT the Digital Learning Department (DLD) tested the technology on a sandbox platform and then started to spread the word that a change was coming. This was done to plan, and co-ordinated very deliberately as follows … Communicate ARM to faculty via college wide committees from Feb 2018. A series of emails sent to all lecturers with illustrations and useful links. The DLD created two videos to guide lecturing staff through this process - the first video was an overview of ARM - using Video Scribe software and the second was a step-by-step narrated walkthrough of the roll-over on Camtasia. A webpage was created on the main Griffith College website and staff support Moodle page, with the two video guides, relevant links and contact details for the DLD Learning Technologists. A series of workshops were offered to staff, to explain and demonstrate the ARM process. Finally, as the old Moodle pages were archived (31st August 2018) the DLD staff offered desk-side support or Zoom conferencing to staff in all four campuses The DLD created a Standardised Moodle page guide with images, diagrams and video instruction, so staff could easily build up a working Moodle page on the newly designed platform The project proved a success with reviewed/refreshed Moodle pages and over 1000 hits on the videos. This connect and converse item will involve use of video artefacts and lively discussion of the ARM project and the benefits of this methodology for change management on a college-wide scale

Beyond the Ancestral Code: Towards a Model for Sociolinguistic Language Documentation

Most language documentation efforts focus on capturing lexico-grammatical information on individual languages. Comparatively little effort has been devoted to considering a language’s sociolinguistic contexts. In parts of the world characterized by high degrees of multilingualism, questions surrounding the factors involved in language choice and the relationship between ‘communities’ and ‘languages’ are clearly of interest to documentary linguistics, and this paper considers these issues by reporting on the results of a workshop held on sociolinguistic documentation in Sub-Saharan Africa. Over sixty participants from Africa and elsewhere discussed theoretical and methodological issues relating to the documentation of language in its social context. Relevant recommendations for projects wishing to broaden into the realm of sociolinguistic language documentation include: a greater emphasis on conversational data and the documentation of naturally occurring conversation; developing metadata conventions to allow for more nuanced descriptions of socio-cultural settings; encouraging teamwork and interdisciplinary collaboration in order to extend the scope of sociolinguistic documentation; collecting sociolinguistic data which can inform language planning and policy; and creating opportunities for training in sociolinguistic documentation. Consideration of sociolinguistic language documentation also raises significant questions regarding the ways in which Western language ideologies, which have been especially prominent in shaping documentary agendas, may be unduly influencing documentary practice in other parts of the world

The Virtual Classroom : Legally Blended

The LLBH Online at Griffith College began accepting learners in August 2014; it was the first honours law degree to be delivered in an online format in Ireland. This short paper will examine the challenges, opportunities and possibilities of an online Legum Baccalaureus. We (Alice Childs and Mary O’Toole) will also consider the above in light of recent European and national policies such as the Roadmap for Enhancement in a Digital World 2015-2017. The opportunities and possibilities are transformative – the use of emergent technologies to teach students effectively and actively, mature students now have the opportunity to engage in life-long learning, wider access to legal qualifications and the development of flexible learning pathways. Our key concern is to ensure that students feel they are gaining a high quality experience. The other challenges are also daunting and they include: how to train staff quickly and effectively, how to communicate with staff most of whom are at opposite ends of the country, creating engaging content to a tough deadline and overcoming hardware and broadband problems. In early August 2014, two learning technologists were recruited in Dublin and a lecturing team was appointed in Cork. We became the LLB online team and started to create a dynamic, interactive programme. We were supported by the College through an active E-learning committee and high level strategic commitment. From the beginning we realised that it is vital to measure how well we were meeting our objective of delivering an excellent student experience. In order to measure this we had three methods: informal feedback through phonecalls and emails, informal feedback at a face to face meeting, and two online surveys to date. In this paper we will examine our findings, and we will consider the opportunities and challenges we faced and how recent policies are impacting this field