TEACHING EXCELLENCE DATABASE

Spanish for Engineers is a task-based and communicative blended learning concept with a high degree of interaction. Its focus is on digitalization, learner autonomy and self-responsibility of the students, guidance through digital learning paths in a learning blog, daily work packages, language learning tips, individualized learning through a variety of student-centred material, new forms of continuous formative assessment (language learning groups, portfolio, individual and cooperative tasks).

Methodology

The teaching concept is based on a communicative, strongly action-oriented approach with blended learning elements, in which students are activated to speak Spanish from the first lesson. This is achieved through short input phases that constantly alternate with active practice phases in groups of two or small groups. In addition, there is also individual work by the students, where important content is consolidated. The TeachCenter (Moodle platform of TU Graz) is used to support the autonomous learning process through a blended learning concept for language teaching. Language learning only works efficiently if you learn actively several times a week, which is why students are also offered learning paths with many different practice options for independent language learning, partly as a prerequisite for the next teaching unit (as in a flipped classroom) or as consolidation of what they have learned so far. The digital scenario builds on the following measures: 1. highly interactive face-to-face meetings in BigBlueButton or Webex or the classroom 2. daily work packages with input and a variety of exercises and tasks to cater for the needs of different learning styles and learning speed 3. consolidation exercises with solutions and explanations of grammar and vocabulary 4. video, audio and text input with detailed explanations for repeated viewing 5. daily learning tips and learning strategies 6. individualized feedback for the students on their performance 7. contact point for questions and problems 8. digital or face-to-face office hour 9. feedback on written homework and on mistakes using quizzes, online exercises, different tools and usage tips 10. audio recording of students with individual audio feedback from the teacher 11. video recording of students with individual audio feedback from the teacher 12. weekly learning portfolio to guide the students through the learning process 13. language learning groups (three students) as one key element in assessment where students have to work on certain tasks collaboratively and give feedback to each other and to the teacher after their meeting These measures are supplemented by other voluntary offers (such as speaking opportunities with the lecturer in the digital office hour, holiday learning packages, additional practice opportunities, additional grammar summaries and exercises etc.), which the students can use, but are not obliged to. My teaching concept is based on the conviction that there must be a diverse and rich offer for all learning styles and speeds, which can be used independent of time and place. The students can choose additional exercises and information from the additional offer according to their interests and needs and are accompanied through the learning process by means of individually designable learning paths. Assessment is based on a variety of individual and collaborative tasks in which individualized feedback plays an important role and supports students in their individual learning process.

Tools, equipment, technology used

In order to solve the challenges of blended learning, new didactic measures were implemented or existing measures were intensified and adapted to the new format. A high variety of learning materials had to be developed to supplement the textbook, as the textbook (Caminos 1 from Klett) is not intended for the virtual space or blended learning scenarios. A variety of different apps and tools were also used (Moodle, Big Blue Button, Webex, LearningApps, Padlet, Kahoot, Memrise, Feedbackr, Mentimeter, Etherpad, vocaroo, Freemind, Camtasia, various social media, Anki, Quizlet, mindmapping tools, whiteboard tools, etc.) to implement the measures listed in 5.1.

Outcomes and outputs, main results

Due to the COVID-19 situation, the summer semester 2020 offered the unique opportunity to test blended and distance learning, to develop concepts, to evaluate them and to improve or add to them in the course of the semester and the following semesters. Digital teaching works, and it works very well, but it takes a lot of time to prepare, adapt and sensibly design all methods and materials for digital use and to embed them in a motivating didactic concept. Many positive ideas have been developed that should be retained and further promoted. Time independent and flexible learning through a high variety of learning materials and tools, the individually designable learning paths, the possibility to consolidate content several times and through different types of tasks or to view input repeatedly and the individualized feedback supported the difficult process of learning a language. The orientation towards the important competences of production, reception, interaction and mediation could be ensured by expanding the didactic and methodological possibilities. Due to a reorientation towards regular tasks with individualized feedback by the teacher and the greater importance of peer feedback the students were motivated to shape their learning process autonomously, especially since they could choose from a large pool of different exercises and methods. The students' collaborative learning was particularly encouraged by the language learning groups and led to a very intensive engagement with the new language. The results of evaluations and the learning outcomes prove that digital teaching can work very well and that some of the concepts should definitely be retained, as they promote motivation, time independence, ability to study, regularity of learning, competence orientation, personal responsibility and collaboration of the students. In some cases, students have decided to stay in contact via the language learning groups and to continue learning the language together even after the course had ended, which for me is one of the most pleasing results of this concept and the greatest added value, as language learning cannot/should not end with the certificate but is a life-long learning process.

Lessons learnt

The main lessons learned are: 1. Student-centredness increases motivation 2. Small learning groups (not more than three students) are a very efficient way of learning a language, new vocabulary, new grammar and lead to improved speaking skills 3. Self-responsibility and learner autonomy have to be guided through learning paths and lead to more efficient learners that know how to improve their language skills individually and also collaboratively 4. A high amount and variety of learning material is needed to ensure individualized learning paths and to cater for the needs of different learning styles and speeds 5. Individualized feedback increases efficiency, success and motivation 6. Summative assessment is not really needed if there is a variety of other tasks to fulfill 7. Formative assessment increases motivation and success 8. Guided collaboration of students leads to better learning outcomes 9. Daily learning tips add to the lifelong learning perspective of languages because language learning never stops and 10. The strategies can be applied to other learning scenarios One of the most important lessons learnt had to do with assessment. In this new concept of digital / blended teaching and learning, summative assessment (e.g. written and oral exams) was not used any more as the whole concept had been changed. There was more regular assessment of tasks with highly individualized feedback. Collaboration and peer feedback in the learning groups is more important in the new format. However, I had to give up the control function in some tasks and rely on learner autonomy and self-responsibility of the students. The positive feedback of this form of assessment and the learning success showed that this is a method that increases motivation and success as well. A similarly good completion rate with at least similarly good, if not better learning results as in the face-to-face semesters was achieved through this blended learning concept (on average, between 75% and 80% of the students completed the Spanish courses) but motivation was definitely higher. My conclusion Digital / blended teaching and learning is enjoyable and very efficient when students can choose from a wide range of different methods, materials and tools, when there are opportunities for peer-to-peer interaction, collaboration and learning paths for individual work at one's own pace and according to one's own interests, and when students receive individualized feedback and support and when a form of assessment is chosen that supports the learning process.

Adaptability and sustainability of the best practice (for other institutions)

The concept tested and evaluated a variety of didactic and methodological possibilities and tools in the field of distance and blended learning, which will now find their way into the other language courses of the institution 'Languages, Key Competences and In-House Training' of our Graz University of Technology (there are about 50 language courses per semester at our institution, in which different elements can be integrated to varying degrees). Based on my very positive experience, some of my colleagues are trying out the concept in their courses this semester (already six other seminars use this methodology and evaluate the concept this semester). Our team of 18 language lecturers will work on various learning scenarios for our students in the future, with the aim of increasing the study conditions for them, enabling preparation for stays abroad on an individual basis, improving professional skills through better language skills not only in English, and also promoting internalization at home and the life-long learning aspect of languages. To this end, it is planned to develop three models: 1. classroom teaching with certain blended-learning elements on Moodle 2. face-to-face teaching with a greater proportion of blended-learning and flipped-classroom elements 3. time and place-independent distance learning All these scenarios will have a strong focus on learner autonomy, developing self-responsibility, new forms of assessment, language learning groups, portfolios, individualized feedback and support by developing a huge amount and great variety of learning materials and using different digital tools to ensure higher motivation and learning success. As a further, longer-term vision MOOCs (Massive Online Courses) shall also be created for languages that are in great demand where we cannot offer enough courses for our students and especially for languages that are less in demand and cannot be offered in face-to-face-settings because of financial reasons. Additionally, modules and courses could be developed to promote certain competences (business skills, scientific language skills, scientific presentation skills etc.), which prepare students for stays abroad, their studies, their professional activity, their future jobs. The concept can easily be adapted to other fields of studies, target groups, learning environments and other institutions.

Promotion of best practice

At our department we have regular meetings of all lecturers and we share best-practice and new ideas. The same takes place at the institutional level. As this project has already received two prizes – one at our institution (Prize of Excellence in Teaching 2020 of Graz University of Technology) and the other one of the Austrian Ministry of Education and Science (Ars Docendi Recognition Award 2021, the Austrian higher education teaching award) the project description has been published in different data bases. I have also presented the concept at different meetings and events. A publication is also planned. As I teach in the field of didactics as well, I also pass on my experience in this context at various tertiary institutions. As a former consultant of the European Center for Modern Languages of the Council of Europe and partner in several language networks I promote this concept at various events.

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

On the department level several colleagues have started to implement parts of this concept and we will work together on further developing blended as well as digital scenarios for different contexts (see 5.5.) and extend this student-centred approach. Several parts of this concept can also be implemented on faculty as well as institutional and national level as the didactic measures are not limited to language learning but are very general didactic methods than can be adapted to different contexts and that can contribute to more flexibility, student-centredness, self-responsibility, peer learning and higher motivation in different learning scenarios, no matter which topic and field of studies. This concept is one that fulfills a lot of the criteria that are of importance in Europe at the moment as it contributes to student mobility, internationalization at home and abroad, employability and digitalization and also inclusion as it has a strong focus on improving learning strategies and catering of the needs of different learners.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment

Reasoning: This concept is an example of blended and online learning that uses a learning blog with daily work packages and learning tips using a variety of digital tools, a portfolio, online language learning groups and different reflection tools to support learners in their self-responsible and peer learning process. By choosing a new form of assessment and giving very individualized feedback students learn to design their own learning paths in an online or blended setting and for future scenarios.

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6.2 Internationalization

• Developing students' multicultural awareness
• Other:

  preparing students for going abroad and internationalization at home

Reasoning: This concept prepares students for going abroad and for internationalization at home. A lot of activities are included which shape students’ multicultural awareness. Language learning groups that consist of learners of different countries strengthen this process. A variety of material offers students to choose highly varied topics and offers insight into different cultures. Students are also invited to get into contact with speakers from the target language.

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6.3 Inclusion and diversity, universal design

• Inclusive course design, universally designed divers activities to meet special students' needs
• Universally designed teaching material - adjustable for special needs
• Innovative teaching methodology for inclusion and meet diverse student needs
• Alternative, flexible assessment methods for students with special needs

Reasoning: This concept uses a learning blog with learning tips to cater for the needs of different learning styles and speed. Learning material can easily be adapted for special needs and through individualized feedback and peer feedback learners see where their strengths and weaknesses are. Through new and flexible forms of assessment stress has decreased and all learners can improve their skills according to their potential and learn how to increase their knowledge after the course on their own.

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6.4 Sustainability

• NOT RELEVANT

Reasoning:

3.3 Public contact datas

Name	Email address	Website
Isabel Landsiedler	isabel.landsiedler@tugraz.at