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Language Training Centre
“E-volutions”
in language training
Presenter: Nancy Gauthier
Le=
arning
languages: Traditional method
•=
For many years now, second language training has b=
een
offered in a classroom using an instructor-led
method and curriculum.
•<=
/span>Classroom materials (ie. Participant Manual) are available in hardcopy mostly, with some=
documents available for distribution
electronically.
•=
Participant <=
b>progress
is evaluated and validated
throughout the programs by way of a personal
intervention by the instructor or
pedagogical officer.
•=
Tools and resources are provided internally=
(either by Intranet, electronically, or hard copy=
) for registered participants in the programs exclusively.
•=
Participant <=
b>progress
and feedback is offered verbally =
and/or
is recorded separately<=
span
style=3D'font-size:50%'> by the facilitator.
•=
Participants have limited opportunities outside of=
the
classroom to contribute to the continuous learning of the language by being distanced from their class peers.
•=
Federal Public Servants without the mandatory
requirement for language training =
have
limited access to language training at the centre/regions for the
purpose of professional development.
LTC’s
Current Challenges
•Integrating animation and collaborative components in the existing
program online for partic=
ipants
who are following the progra=
m at a
distance and self-paced.=
•Attempting to create classroom groups that are customized to the level and pace of each registered partic= ipant.
•Scheduling and logistics operations = have limit= ed resources that can = respond quickly to increasing demand for language training.
•Inhibiting development opportunities and career advancement opportunities for some Federal Public Servants.
•Attempting to create classroom groups that are customized to the level and pace of each registered partic= ipant.
•Scheduling and logistics operations = have limit= ed resources that can = respond quickly to increasing demand
•Inhibiting development opportunities and career advancement opportunities for some Federal Public Servants.
•=
Tracking of
participant progress and learning needs.
•=
Validation of
the acquisition of the learning by objective.
•=
Authoring of
learning content by content developers
and instructional designers.
•=
Ensuring t=
echnical
compatibility with systems that are currently supported by the Canada School =
of Public Service (CampusDirect LMS/LCMS).
•=
Ensuring that governmental
standards for e-lea=
rning
and strategies for technological =
development are respected.
•=
Meet all l=
earning
preferences including instructor-led classroom based courses.
LTC’s Response
•Using modern state-of-the-art too=
ls and
techniques for the delivery of language <=
/span>=
training, information, and services that is relevant to the participant's current and future needs, through a single Web-enabled portal linked to an LMS/LCMS platform. Training would be available to all Federal Public Servants. Classroom instruction would remain as a blended approach.
Vision
2005-2008/09
•Phase 1=
–To convert existing classroom material to web form=
at for class=
room delivery at
Asticou and the Regions (exclusively), thereby introducing a blended approach to training. (Instructor-Led and Web based)
<=
/span>
•Phase 2=
–To introduce interactive elements and collaborative tools to the current web =
based format (Phase 1).
–To allow access to the online training to all Fede=
ral
Public Servants, Providing equal opportunity to learn the language =
at
their own pace and at a =
distance.
–To implement the=
link
between progress monitoring and conte=
nt
authoring via an LMS/LCMS.
•Phase 3=
–To review the program content and design within the programs online and =
implement the necessary modifications.
Classroom Instruction Impact
•<=
/span>A blended approach will be applied to the delivery=
of
classroom courses. Online ma=
terial
will serve to compliment the instructor-led method.
•<=
/span>Activities and tools will be available online even=
after
they have left the
classroom.
•=
Participants will now have the ability to communic=
ate
with class peers after classro=
om
instruction to participant in the collaborative offerings of the web based program.
•=
A participant who has completed the first few basic
objectives (ie. 1-15) of=
their
language training online before being introduced into the =
classroom will be more likely to be at the same le=
vel as
a his/her class peers.
![](3D"slide0011_image003.gif")
Conclusion
Access
to online language training and online
tools/resources.
Partic=
ipant
Client
demand is met and cost reduction.
Langua=
ge
Training Centre
Author=
ing.
Content
Developers and Instru=
ctional
Designers
Report=
ing
and strategic planning.
Manage=
ment/Organization
Distance
education/moderation and progress
monitoring.
Instru=
ctors
What
does this all mean to the:
Thank-you
•Barbara
Lukaszewicz
–Director, E-Lear=
ning
Programs, Canada School of Public Service, Directrice, Programmes <=
/span>d'apprentissage en ligne, École de la fonction pub=
lique
du Canada
–Telepho=
ne:
(613) 992-5351
–E-mail: <=
span
style=3D'font-size:57%'>barbara.lukaszewicz@csps-efpc.gc.ca<=
span
style=3D'font-size:57%'>
•Sylvie
Chagnon
–Manager, The
Institute, Public Works and Government Services Canada, Gestionnaire, =
L'Institut, Travaux publics et Services gouverneme=
ntaux
Canada
–Telepho=
ne:
(819) 956-6130
–E-mail:
sylvie.chagnon@pwgsc.gc.ca
•Nancy
Gauthier
–Senior Advisor,
Research & Learning Technologies, Language Training Centre, Canada School of Public Service, Conseiller principal,
recherche et technologies d'apprentissage, Centre de formation linguistique, École de la fonc=
tion
publique du Canada
–Telepho=
ne:
(819) 953-6236
–E-mail:=
nancy.gauthier@csps-efpc.gc.ca
' + ENDSHOW_MESG + '
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tes![](3D"buttons.gif")
