Modification of Learning Objects for NESB Students

Modification of Learning Objects for NESB Students

Christina Gitsaki (The University of Queensland, Australia)
DOI: 10.4018/978-1-59904-861-1.ch021
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Due to the increasingly diverse student population in multicultural nations such as Australia, the U.S., Canada, and the UK, educators are faced with the challenge of how to best meet the needs of students with limited English proficiency without ‘watering down’ the curriculum. The use of educational digital resources is one way of enhancing non-English speaking background (NESB) students’ academic skills and understandings, but without explicit English as a second language (ESL) support integrated into these resources, the benefits for NESB students are limited. This chapter documents a study of the content and format of a number of learning objects designed by The Le@arning Federation in an attempt to explore how specific learning objects can be modified to address the language needs of NESB students and unlock the value of their content. Design guidelines for ESL adaptation of digital learning content are provided based on current research and second language acquisition (SLA) principles.
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Nesb Students In The Mainstream Classroom

Australia is a multicultural nation with a large migrant population. In 2005–2006 alone, there were over 111,000 permanent arrivals, of which 68% came from a non-English speaking country (DIMIA, Immigration Update, 2005–2006). Over 20% of immigrants are school aged children and young adults. Upon arrival to Australia, NESB immigrant and refugee students receive an intensive English course for a few weeks, and then they are placed in mainstream classrooms where they have to attend regular classes alongside their Australian peers. Immigrant students, indigenous Australian students, and second phase NESB students comprise 25% of the total P–12 student population in Australia. This large-scale presence of ESL students in mainstream schools is the result of the world ‘demographic explosion’ and has been experienced in all the developed English-speaking countries (i.e., the USA, Canada, and the UK) along with the challenges it brings (for a discussion on mainstreaming ESL students in Australia, the UK, and Canada, see Mohan, Leung, & Davison, 2001).

In general, NESB students are taught and assessed the same way as native Australian students. Thus, in the mainstream classroom, NESB students face a tripartite task of tremendous difficulty: they have to learn English in order to communicate and interact with others, they have to learn subject content (e.g., Math, Science, SOSE, etc.) in English, and they have to develop metalinguistic knowledge about English (e.g., how the English language system works, how to use it appropriately, etc.). Most NESB students find themselves overwhelmed by the amount of technical vocabulary and the complexity of grammatical structures that appear in their textbooks, while their inability to fully understand spoken English in a natural speed, leads to partial, if any, understanding of spoken instructions by their teachers. As a result of their low proficiency level, NESB students find themselves unable to participate in class, share ideas or opinions, or demonstrate knowledge (Miller, 2000). Along with diminished learning outcomes, NESB students show lack of motivation for learning which often leads to behavioural problems and maladjustment.

Undoubtedly, NESB students’ general academic success at school is incumbent upon the development of their linguistic skills. For example, in mathematics, it was found that students with limited English proficiency were more likely to fail finding a solution to problems stated in English, their second language, despite the fact that English was the language used for instruction and for all the textbooks, readings, and word problems (Bernardo & Calleja, 2005). In science education, all students have to master the specific academic language to discuss predictions, observations, hypotheses, natural phenomena, and so forth (Laplante, 1997). Mastering the language of science is even more difficult for NESB students. Even if they understand the scientific concepts and are able to express them in their first language (L1), they will still struggle to express their understanding in their second language (L2) for at least 5–8 years after immersion in an English education program (Case, 2002). The challenges NESB students face are compounded by mainstream teachers’ practices, many of whom were found to engage in ‘benevolent conspiracy’ in which they avoid asking NESB students higher level questions in order to save them from embarrassment, but consequently they deprive them of real learning opportunities and allow them to engage only in lower order thinking (Verplaetse, 1998), thus creating in many cases a ‘two-tiered’ system of education with ‘challenging curriculum’ for native speakers and ‘mediocrity for the rest’ (August, Hakuta, & Pompa, 1994).

Key Terms in this Chapter

Learning Object Repository (LOR): A collection of LOs accessible electronically.

Non-English Speaking Background (NESB) Students: Students whose first language is not English. Migrant children, refugees, indigenous Australians, and second generation ethnic minority Australians are usually from a non-English speaking background.

L1 (First Language/Mother Tongue): The language NESB students speak at home.

English As a Second Language (ESL) Students: Learning English while living in an English-speaking country.

L2 (Second Language): The language NESB students speak at school.

Learning Objects (LOs): Educational digital resources targeting specific areas of the curriculum (e.g., Math, Science, LOTE).

CALL (Computer Assisted Language Learning): Software designed specifically for teaching English language skills to ESL students.

Complete Chapter List

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Table of Contents
Tom Carey
Lori Lockyer, Sue Bennett, Shirley Agostinho, Barry Harper
Lori Lockyer, Sue Bennett, Shirley Agostinho, Barry Harper
Chapter 1
Shirley Agostinho
The term “learning design” is gaining momentum in the e-learning literature as a concept for supporting academics to model and share teaching... Sample PDF
Learning Design Representations to Document, Model, and Share Teaching Practice
Chapter 2
Isobel Falconer, Allison Littlejohn
Practice models are generic approaches to the structuring and orchestration of learning activities for pedagogic purposes, intended to promote... Sample PDF
Representing Models of Practice
Chapter 3
Rob Koper, Yongwu Miao
IMS learning design (IMSLD) is an open standard that can be used to specify a wide range of pedagogical strategies in computer-interpretable models.... Sample PDF
Using the IMS LD Standard to Describe Learning Designs
Chapter 4
David Griffiths, Oleg Liber
The IMS LD specification is internally complex and has been used in a number of different ways. As a result users who have a basic understanding of... Sample PDF
Opportunities, Achievements, and Prospects for Use of IMS LD
Chapter 5
Franca Garzotto, Symeon Retalis
“A design pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that... Sample PDF
A Critical Perspective on Design Patterns for E-Learning
Chapter 6
Sherri S. Frizell, Roland Hübscher
Design patterns have received considerable attention for their potential as a means of capturing and sharing design knowledge. This chapter provides... Sample PDF
Using Design Patterns to Support E-Learning Design
Chapter 7
Peter Goodyear, Dai Fei Yang
This chapter provides an overview of recent research and development (R&D) activity in the area of educational design patterns and pattern... Sample PDF
Patterns and Pattern Languages in Educational Design
Chapter 8
Gráinne Conole
The chapter provides a theoretical framework for understanding learning activities, centering on two key aspects: (1) the capture and representation... Sample PDF
The Role of Mediating Artefacts in Learning Design
Chapter 9
Elizabeth Masterman
This chapter uses activity theory to construct a framework for the design and deployment of pedagogic planning tools. It starts by noting the impact... Sample PDF
Activity Theory and the Design of Pedagogic Planning Tools
Chapter 10
Barry Harper, Ron Oliver
This chapter describes the development of a taxonomy of learning designs based on a survey of 52 innovative ICT-using projects that formed the basis... Sample PDF
Developing a Taxonomy for Learning Designs
Chapter 11
Carmel McNaught, Paul Lam, Kin-Fai Cheng
The chapter will describe an expert review process used at The Chinese University of Hong Kong. The mechanism used involves a carefully developed... Sample PDF
Using Expert Reviews to Enhance Learning Designs
Chapter 12
Matthew Kearney, Anne Prescott, Kirsty Young
This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective... Sample PDF
Investigating Prospective Teachers as Learning Design Authors
Chapter 13
Paul Hazlewood, Amanda Oddie, Mark Barrett-Baxendale
IMS Learning Design (IMS LD) is a specification for describing a range of pedagogic approaches. It allows the linking of pedagogical structure... Sample PDF
Using IMS Learning Design in Educational Situations
Chapter 14
Robert McLaughlan, Denise Kirkpatrick
Decision-making processes in relation to complex natural resources require recognition and accommodation of diverse and competing perspectives in a... Sample PDF
Online Role-Based Learning Designs for Teaching Complex Decision Making
Chapter 15
Garry Hoban
Digital animations are complex to create and are usually made by experts for novices to download from Web sites or copy from DVDs and CDs to use as... Sample PDF
Facilitating Learner-Generated Animations with Slowmation
Chapter 16
Yongwu Miao, Daniel Burgos, David Griffiths, Rob Koper
Group interaction has to be meticulously designed to foster effective and efficient collaborative learning. The IMS Learning Design specification... Sample PDF
Representation of Coordination Mechanisms in IMS LD
Chapter 17
Johannes Strobel, Gretchen Lowerison, Roger Côté, Philip C. Abrami, Edward C. Bethel
In this chapter, we describe the process of modeling different theory-, research-, and best-practicebased learning designs into IMS-LD, a... Sample PDF
Modeling Learning Units by Capturing Context with IMS LD
Chapter 18
Daniel Burgos, Hans G.K. Hummel, Colin Tattersall, Francis Brouns, Rob Koper
This chapter presents some design guidelines for collaboration and participation in blended learning networks. As an exemplary network, we describe... Sample PDF
Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design)
Chapter 19
Tom Boyle
This chapter argues that good design has to be at the heart of developing effective learning objects. It briefly outlines the “knowledge... Sample PDF
The Design of Learning Objects for Pedagogical Impact
Chapter 20
Margaret Turner
This chapter introduces an approach to writing content for online learning over networked media. It argues that few resources currently utilise the... Sample PDF
Visual Meaning Management for Networked Learning
Chapter 21
Christina Gitsaki
Due to the increasingly diverse student population in multicultural nations such as Australia, the U.S., Canada, and the UK, educators are faced... Sample PDF
Modification of Learning Objects for NESB Students
Chapter 22
Daniel Churchill, John Gordon Hedberg
The main idea behind learning objects is that they are to exist as digital resources separated from the learning task in which they are used. This... Sample PDF
Learning Objects, Learning Tasks, and Handhelds
Chapter 23
Peter Freebody, Sandy Muspratt, David McRae
The question addressed in this chapter is: What is the evidence for the effects of online programs of learning objects on motivation and learning?... Sample PDF
Technology, Curriculum, and Pedagogy in the Evaluation of an Online Content Program in Australasia
Chapter 24
David Lake, Kate Lowe, Rob Phillips, Rick Cummings, Renato Schibeci
This chapter provides a model to analyse the effectiveness and efficiency of Learning Objects being used in primary and secondary schools by... Sample PDF
Effective Use of Learning Objects in Class Environments
Chapter 25
Robert McCormick, Tomi Jaakkola, Sami Nurmi
Most studies on reusable digital learning materials, Learning Objects (LOs), relate to their use in universities. Few empirical studies exist to... Sample PDF
A European Evaluation of the Promises of LOs
Chapter 26
Tomi Jaakkola, Sami Nurmi
There has been a clear lack of rigorous empirical evidence on the effectiveness of learning objects (LOs) in education. This chapter reports the... Sample PDF
Instructional Effectiveness of Learning Objects
Chapter 27
Robert McCormick
This chapter will examine the approach taken in the evaluation of a large-scale feasibility trial of the production, distribution, and use of... Sample PDF
Evaluating Large-Scale European LO Production, Distribution, and Use
Chapter 28
John C Nesbit, Tracey L. Leacock
The Learning Object Review Instrument (LORI) is an evaluation framework designed to support collaborative critique of multimedia learning resources.... Sample PDF
Collaborative Argumentation in Learning Resource Evaluation
Chapter 29
Philippe Martin, Michel Eboueya
This chapter first argues that current approaches for sharing and retrieving learning objects or any other kinds of information are not efficient or... Sample PDF
For the Ultimate Accessibility and Reusability
Chapter 30
Sue Bennett, Dominique Parrish, Geraldine Lefoe, Meg O’Reilly, Mike Keppell, Robyn Philip
As the notion of learning objects has grown in popularity, so too has interest in how they should be stored to promote access and reusability. A key... Sample PDF
A Needs Analysis Framework for the Design of Digital Repositories in Higher Education
Chapter 31
William Bramble, Mariya Pachman
Reusable learning objects (LOs) constitute a promising approach to the development of easily accessible, technologically sound, and curriculum... Sample PDF
Costs and Sustainability of Learning Object Repositories
Chapter 32
Kristine Elliott, Kevin Sweeney, Helen Irving
This chapter reports the authors’ experiences of developing a learning design to teach scientific inquiry, of integrating the learning design with... Sample PDF
A Learning Design to Teach Scientific Inquiry
Chapter 33
Lisa Lobry de Bruyn
This chapter explores through a case study approach of a tertiary-level unit on Land Assessment for Sustainable Use, the connections between three... Sample PDF
Adapting Problem-Based Learning to an Online Learning Environment
Chapter 34
Tan Wee Chuen, Baharuddin Aris, Mohd Salleh Abu
This chapter aims to guide the readers through the design and development of a prototype Web-based learning system based on the integration of... Sample PDF
Learning Objects and Generative Learning for Higher Order Thinking
Chapter 35
Sebastian Foti
The author describes the work of Dr. Mary Budd Rowe and the establishment of an early learning object databases. Extensive training with K-12... Sample PDF
Applying Learning Object Libraries in K-12 Settings
Chapter 36
L. K. Curda, Melissa A. Kelly
We present guidelines for designing and developing a repository for the storage and exchange of instructional resources, as well as considerations... Sample PDF
Guidelines for Developing Learning Object Repositories
Chapter 37
Sandra Wills, Anne McDougall
This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one... Sample PDF
Reusability of Online Role Play as Learning Objects or Learning Designs
Chapter 38
Lori Lockyer, Lisa Kosta, Sue Bennett
Health professional education is changing to meet the demands of a limited workforce and a focus on community-based clinical training. The change... Sample PDF
An Analysis of Learning Designs that Integrate Patient Cases in Health Professions Education
Chapter 39
Mohan Chinnappan
The shift in the way we visualise the nature of mathematics and mathematics learning has presented educational technologists with new challenges in... Sample PDF
Reconceptualisation of Learning Objects as Meta-Schemas
Chapter 40
Henk Huijser
This chapter provides an in depth discussion of the issues involved in integrating learning design and learning objects into generic Web sites. It... Sample PDF
Designing Learning Objects for Generic Web Sites
Chapter 41
Morag Munro, Claire Kenny
E-learning standards are a contentious topic amongst educators, designers, and researchers engaged in the development of learning objects and... Sample PDF
Standards for Learning Objects and Learning Designs
Chapter 42
Eddy Boot, Luca Botturi, Andrew S. Gibbons, Todd Stubbs
In developing modern instructional software, learning designs are used to formalize descriptions of roles, activities, constraints, and several... Sample PDF
Supporting Decision Making in Using Design Languages for Learning Designs and Learning Objects
Chapter 43
Gilbert Paquette, Olga Mariño, Karin Lundgren-Cayrol, Michel Léonard
This chapter summarizes the work on instructional engineering and educational modeling accomplished since 1992 at the LICEF Research Center of... Sample PDF
Principled Construction and Reuse of Learning Designs
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