New Project Evaluation Report Analyzes LINC Blended Learning Impact on Programs

  • January 31, 2019

Based on research and evaluation since project inception in 2010, this report summarizes results from two surveys of the implementation of learning technologies in LINC programs in Ontario and across Canada. There are plentiful examples across Canada of successful uptake by individual teachers and in some cases, entire programs. Surveys completed by training participants indicate 90%+ satisfaction with the training offered by the project. Yet, many LINC professionals have struggled to get started locally, and others have still not taken first steps.

Evaluation is part of everything we do on the Project. Since the project’s inception, the team has implemented evaluation strategies that allow us to maintain a conversation with all stakeholders: learners, teachers, managers and the funder. These conversations equip us with the feedback we need to constantly improve the teacher training and learner courseware services we provide to the LINC sector. This report focuses on information from teachers and managers on challenges, barriers and opportunities represented by LINC learning technology innovation. We welcome any feedback on the contents of the report and its conclusions.
Download report here!

New Administrators Manual!

  • January 27, 2019

Language Learning Leadership Guide

The project is pleased to offer managers and lead teachers in the IRCC-funded language training sector a new version of our leadership guide.  Where previous versions (2012 and 2014) were print and PDF based, the Moodle 3 edition is an online resource on the project portal.

 

 

The new guide has some familiar topics but they’ve all been updated and refreshed:

  • Technology-enhanced language learning (TELL);
  • The function of a learning management system and why we use Moodle;
  • The Edulinc.ca learner courseware;
  • The professional development stages offered free of charge to the LINC sector;
  • The LearnIT2teach’s online resources such as Live Help that support practitioners.

The new leadership guide also examines some fresh and very relevant topics:

  • Mobile-assisted language learning (MALL);
  • Theory and evidence to show that local leadership and communication are at the heart of the learning technology innovation process;

How information technology can connect with newcomers with knowledge, skills and community to support their successful adaptation to Canada.

New Report available!

  • September 27, 2018

New Report available.  — Learning Technology Innovation Leadership: Course Evaluation & Lessons for the Settlement Training Sector.

Check our Publications page here to view and download the report.

New Part 1 Learning Technology Leadership Group Begins Course April 1, 2019

  • September 18, 2018

Six-week course is online and mentored

If you are a professional in an IRCC program looking to lead innovation in a LINC or ELT program, we have two-part Moodle-based online training to offer. Each part has six weekly units and the time demand is 1.5 – 2 hours per unit. The course content includes readings, podcasts and videos, and course activities encourage sharing and collaboration with peers in the sector.

Part 1, a pre–requisite for Part 2, focuses on:

  • An orientation to Computer-assisted language learning (CALL) historically, and Technology-enhanced Language Learning (TELL) more currently. In the TELL class, learning technology is threaded through learning to be as pervasive and encompassing as information technology is in everyday life;
  • Blended learning as a language training practice;
  • The blended learning courseware and hosting provided by the LearnIT2teach to the LINC sector at Edulinc.org;
  • The teacher training options provided by the LearnIT2teach Project to IRCC-funded language training professionals.

 

Part 2 focuses on:

  • Developing personal leadership skills to support learning technology innovation in a language training program;
  • Increasing knowledge of theory, evidence and better learning technology practices in the language training sector;
  • Formulating arguments and strategies to encourage and enable learning technology innovation within an organization, and with clients and funders;
  • Articulating the outline of a plan for local learning technology innovation.

If you are looking to delve deeper into the question of innovation in the settlement language training sector, send a note to Mavis Spencer at admin @ learnit2teach.ca and she will send you a link to the online sign up form.

Here are some comments from participants in the course:

“I would say that this course successfully took my knowledge of computers in the classroom through a profound paradigm shift. What I had previously seen as computer assisted language learning was only the tip of the learning opportunity iceberg. By looking at the use of technology to enhance what goes on in the language classroom, this allowed the door of expanding technology to be pushed wide open. Technology has a huge part to play to not only assist but enhance language learning. The Edulinc Courseware already created along with the amazing LMS tools available can make instructors jobs easier and more rewarding. With the concept of the flipped classroom, Teachers can be freed up to work one on one with students helping them develop skills at the students own pace instead of being the talking head at the front of the room. I am truly convinced this shift can and will be made in LINC classrooms in the future.”

“The six modules that we’ve gone through actually got me to refocus on my own understanding and gave me opportunities to think both deeper and wider on technology and blended learning in the language classroom. I really appreciate the integration of a wide range of materials and topics related to blended learning in this course, from theories to process and to the latest applications of technology in the educational fields. It has now dawned on me that our settlement language training sector has a lot to catch up to align with the 21st century. It is intimidating to a lot of our instructors because we are at the cross road between the old and new, and the new is approaching so fast. You don’t know how much you’re behind until you have the chance to see what’s out there. This course opens my eyes.”

“I’ve really enjoyed this online learning experience. It has been a pleasure reading all the well written posts from the group on the forum. I look forward to starting the next phase. The real work awaits with the plan on implementation.”

“An Adult Settlement Blended Language Training: Selected Annotated Bibliography.”

  • March 20, 2018

Tutela Online Resource:


An Adult Settlement Blended Language Training: Selected Annotated Bibliography.”

What are the pros and cons of blended learning? Are there practical ways to introduce technology to the classroom? What impact can Web 2.0 have on the language classroom? TESL professionals looking for research on blended language instruction in settlement programs have a convenient new online resource for professional development and research; The LearnIT2teach Project has just released “An Adult Settlement Blended Language Training: Selected Annotated Bibliography.” This Tutela online resource summarizes the contents of more than 100 articles from the research literature. The bibliography is divided into 16 sections ranging from Instructor Readiness to Learner Readiness and Learner Attitudes Toward Technology, all the way to Technology Tools.

Researchers Trudy Kennell and Maria Moriarty researched and wrote the bibliography and update it with new entries regularly. According to Trudy and Maria, “We were glad to have this opportunity. It gave us a chance to apply our separate backgrounds and depth of knowledge in the areas of language learning and blended learning. We were able to critically analyze some very useful research.”

Interesting surprises for the authors were the importance of digital technologies and the Internet in the lives of newcomers to Canada, and the role information technology plays in helping people stay connected to their home country while adapting and adjusting to life in Canada. Making their job a bit easier was, “The availability of such a wealth of material freely available – and just a couple of clicks away – educators, researchers, and scholars are so generous in sharing their thinking and their work.”

https://tutela.ca/Resource_25908

http://bib.learnit2teach.ca/

LearnIT2teach Project Update

  • May 9, 2017

LearnIT2Teach PresentationTVLT is pleased to announce a new contribution agreement with IRCC for fiscal years 2017 – 2020. This agreement will allow the LearnIT2teach Project to continue to provide Edulinc blended learning courseware for LINC classes across Canada, and continue to train teachers to use the courseware to create blended learning classes. The project team will also continue to augment and improve what we offer learners, teachers and LINC service providers. 

The LearnIT2teach team will continue to:

  • Provide Stages 1, 2, 3, 4 of teacher training through a coast-to-coast network of expert mentors and regional partners;
  • Partner with TESL Ontario to support PTCT accreditation for Ontario TESL teachers who’ve completed Stages 3 and 4 of the teacher training;
  • Create and distribute informal professional development through the Live Help chat option, twitter feed, articles and podcasts on our project portal and Tutela webinars;
  • Provide online training in Learning Technology Innovation Leadership to sector managers and aspiring lead teachers;
  •  Apply a strategy for continuous improvement of all our tools and services through a Participatory Action Research model.

Some of the highlights planned for 2017 – 18:

  • Updating the learner courses to CLB levels from LINC levels;
  • Further developing tools and techniques to support PBLA;
  • Continuing to modify and update the courseware to support delivery on tablets and cellphones;
  •  A pilot of synchronous online delivery of Edulinc courseware for learners who have geographical or other barriers to conventional face-to-face learning;
  • Consultation with the IRCC-funded language training sector to move ahead the national learning management system project.

Update on LearnIT2teach Training and Mentoring

  • October 31, 2016

In the early days of the project, nearly all face-to-face training events required our small team of trainers to travel, sometimes long distances, to deliver training events. The project now has a trainer network encompassing seven provinces and comprising 14 trainers, allowing us to minimize travel and maximize our training resources. These trainers not only provide face to face introductions: they also provide online mentoring through the additional stages of training. Get to know the LearnIT2teach team by visiting: http://learnit2teach.ca/wpnew/about-2/our-team/

These are the events we’ve hosted since April 1, 2016:

  • Stage One: Saskatchewan Polytechnic, Regina; 30-Apr-2016
  • Stage One: TESL Saskatchewan; Johnson Collegiate, Regina, 30-Apr-2016
  • LINC Leadership: TESL Sask.; Johnson Collegiate, Regina, 30-Apr-2016
  • Stage One: YMCA of Greater Saint John, NB, 20-May-2016
  • Stage One Training: Woodgreen Community Services, Toronto; 10-Jun-2016
  • Stage One Event: Saskatoon Intercultural Association 17-Jun-2016, Saskatoon.

Teachers learning computer skillsYou can expect specific additional events to be announced through the fall, but we plan to hold our first Stage 1 in Newfoundland and Labrador, and at least one event in PEI, Nova Scotia, New Brunswick, Manitoba, Alberta (Calgary), Alberta (Edmonton) and BC. Most of these will be the Stage 1 introduction to the Edulinc courseware from the learner’s perspective, but a leadership session is scheduled at the Continuing Education School Board Administrators (CESBA) Conference in Toronto in early December. Additional Ontario events are planned in Mississauga and Windsor-Chatham but the project is looking for Stage 1 opportunities to get service providers started with blended learning.

LearnIT2teach Manager of Distributed Learning Jim Edgar has observed attitude changes since the beginning of the project. Blended language learning is now better understood by teachers, even before they enter the training: “In the beginning, people were very curious and exploratory but somewhat skeptical about innovation. Most didn’t understand blended learning and some worried about how sustainable technology innovation was. Today, teachers seem to understand learning technology innovation is here to stay before they even arrive at a Stage 1. Technology-enhanced language learning seems to be better understood, and most people realize that information technology needs to be threaded through LINC classes much like it is through modern life.”

To request a training event or register for online training, please contact Mavis Spencer by email: admin@learnit2teach.ca

LearnIT2teach launches Blended Settlement Language Training Online Searchable Database

  • October 28, 2016

What are the pros and cons of blended learning? Are there practical ways to introduce technology to the classroom? What potential do teachers see  in technology tools and why is this important? TESL professionals looking for research on blended language instruction in settlement programs have a convenient new place to start; The LearnIT2teach Project has just released a searchable online database of annotations and links to relevant articles. “Adult Settlement Blended Language Training: Selected Annotated Bibliography.”newbib

This resource summarizes more than 90 articles from the research literature. The bibliography is divided into searchable categories including Digital Literacy, Innovations, Instructional Design and Ongoing Issues. 

Researchers Trudy Kennell and Maria Moriarty researched and wrote the bibliography.  According to Trudy and Maria, “We were glad to have this opportunity. It gave us a chance to apply our separate backgrounds and depth of knowledge in the areas of language learning and blended learning. We were able to critically analyze some very useful research.” 

An interesting surprise for the authors was the importance of digital technologies and the Internet in the lives of newcomers to Canada and the role information technology plays in helping people stay connected to their home country while adapting and adjusting to life in Canada. Making their job a bit easier was, “The availability of such a wealth of material freely available – and just a couple of clicks away – educators, researchers and scholars are so generous in sharing their thinking and their work.”

The database is open for exploration at http://bib.learnit2teach.ca/

 

LearnIT2teach Upgrades Edulinc Courses to Latest Moodle Version

  • August 31, 2016

newmoodleLike any successful information technology product, Moodle is constantly working to improve. We are happy to announce the project has now migrated all edulinc.org courses to this latest version of our learning management system of choice.

LearnIT2teach has produced two videos to help you and your learners navigate and take advantage of the major and minor improvements to the LearnIT2teach Moodle: ‪

Among the major and minor changes described in the videos are:

  • The ‘Home’ link has been replaced by ‘Dashboard’, providing a drop down menu to edit your settings and preferences.
  • Editing course pages is now easier.
  • A recycle bin provides 7-day insurance if you have accidentally deleted content and want to recover it.
  • Easier addition of text, pictures and other media, including the ability to drag and drop images into the text editor.
  • New PBLA based activities and resources.

Free Training and Online Courseware

  • July 30, 2016

If you are working in an IRCC-funded language training program and you are interested in any of the four stages of teacher training, or the innovation leadership courses we offer to managers and lead teachers, please be in touch with our project Events Coordinator, Mavis Spencer at admin@learnit2teach.ca LIT2T Image
Once an instructor has completed the Pre-Stage 2 training they can request the appropriate Benchmark Level courseware to use with their students. They contact their mentor and let them know the benchmark level the students are working at and their mentor will make sure the courseware gets set up and they will also pass along the necessary generic student account information.