Teaching and Learning Technology Resource

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DESCRIPTION OF INNOVATION:

1. Websites entitled WebFrench and WebGerman which students are required to use extensively in questionnaires and assignments
2. Storytime programmes containing video materials directly related and tailored to the students' courses

REASONS FOR DEVELOPMENT/INTRODUCTION OF THE INNOVATION:

To update the French language course and show students that the subject they are studying really is a vibrant, dynamic area in the modern world.

TEACHING/LEARNING AIMS:

To expand students' knowledge of the cultural background of France and Francophone countries, especially youth culture; to enable them to see and use the vast reservoir of resources on the web; to allow them to practise French language in authentic and up-to-date contexts.

DESIGN PRINCIPLES:

The activities set allow for inclusive learning, where students have the option of working co-operatively in groups of 3 or 4, or on their own if they prefer to do so. The subjects studied are up-to-date, relevant and practical (eg. booking a flight to Paris; organising a tour of Canada; consulting a daily French newspaper) as well as fun (eg. corresponding with fan clubs on the web)

USE:

These innovations are used as part of the first (and eventually, second and third year) French course. Students work in the multimedia lab once a fortnight, and complete a homework assigment which is an extension of their work in class.  A whole class works at once on the materials, but students complete their work in their own time. Those with outside internet access can often do their work from home. From next year, students will be able to hand in their assignments on the computers in the Lab, with no need for hard copies - though the tutors marking the work will have to print out hard copies for correction purposes.

STUDENT SUPPORT:

In first year, a tutor guides the students through each stage of the multimedia programme; however, experience has shown that most need only the most minimal guidance and are able to operate on their own without any problems.

ASSESSMENT:

Assignments are handed in fortnightly At this stage, most assignments are evaluated in a traditional way, with the exception perhaps of group work, where all students in a group receive the same group mark (this is done only 2-3 times a year, but sudents seem to enjoy it very much)

EFFECTIVENESS:

Students have been overwhelmingly positive about the use of this multimedia technology, even requesting that traditional classes be cut down in favour of sessions in the multimedia lab. However, the feeling among the staff is that cutting traditional classes any further would not be appropriate at this stage. Because students are so interested in the materials they are working with, they learn and retain a great deal, and also obtain a large amount of incidental and practical background knowledge.

HINDRANCES TO DEVELOPING INNOVATION:

Setting up these materials is VERY time-consuming, but thanks to a University of W.A. grant, we have been able to make great leaps forward in the past semester.

ENABLERS TO DEVELOPING INNOVATION:

Mike Fardon and John Kinder of the Faculty of Arts Multimedia Lab have been extremely helpful in educating staff on the technical side of developing computer software and websites.

COST/BENEFITS:

Despite the cost of paying for the hours required to establish such materials, we feel that the overall project has been very effective.

LESSONS LEARNT:

The amount of time and patience it takes to become expert enough to design your own materials - it's a good a idea to spend some time with people who have been through it all before! Essentially, though, you learn by doing, especially when it comes to constructing websites.

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