Define the purpose, scope and goals of your e-learning intervention
What do you want to achieve with this eLearning intervention, including the relevant learning goals broken down into manageable elements?
First of all, by my e-learning intervention called Germanic Philology 3 (FG 3), my students will acquire a deep knowledge of Anglo-Saxon language, in order they obtain skills in reading and translating it. I intend to consider a session regarding Old English language, issuing a new e-learning version of y course. Primarly, I would like to explain in details the passage from Common Germanic into Old English, regarding phonology (e.g. development of both vowel and consonant systems), morphology and lexicon. Secondly, my aim is to analyse the development of Old English language, considering the external events which influenced its structure. .
What are your measurable objectives linked to these goals?
Students attending my course and studying the above mentioned topics will be able to teach Anglo-Saxon language and literature.
Understand your students and their readiness to take part in your eLearning intervention
Who are your students and what is their experience with e-learning?
The most part of e-campus University students have already a job and families on their own to look after, so time at their disposal is quite poor. In fact, for this reason, they chose to follow they courses on line, since at e-Campus University all activities are like this. So, they are quite familiar with e-learning, attending all courses reading slides, together with audios, e port-folio activities and quizzes.
What are they expecting from this module?
Since my students had already got the opportunity to acquire a good knowledge of Old Germanic languages, because they attended my propedeutical course (called Germanic Philology 1-2, FG 1-2) about Germanic linguistics in general; for this reason, they are ready to take part in enhancing their knowledge in both Anglo-Saxon linguistics and literature to deep their culture.
What technical resources do they have available?
e-Campus University learners have several technical reasources available, as a laboratory for developing language skills, Virtual learning environments, e-portfolio activities and webinars
What technical support is available to your students?
At e-campus a large number of engineers and computer science experts, together with technician are able to help and support learners in reaching their skills and goals that my course requires (i.e. a deep knwolege of AngloSaxon language and literature).
Review and adapt the content of your course
My course may be considered divided into three parts. The first part concerns the origin of Old English and its development from phonological, morphological and lexical points of view. In the second part the attention is focused on the historical events which influenced the various changes in Old and Middle English languages (as Latin influence, Danish and Anglo-Norman). The last session regards the reading, translation and linguistical comments of some texts in poetry (eg. The riddle n. 35 of the Exeter Book, the Battle of Finnsburg and the Prologue of Canterbury Tales relevant to Middle English) and prose (i.e. The Anglo-Saxon Chronicle and some Aelfric’s and Wulfstan’s homilies). In addition, we use OER, wikis together with e-portfolio activities to check students’ acquired competences. Furhtermore, during the course some webinars are proposed to point out some additional topics.
How can these building blocks be adopted for on line delivery?
As affirmed above, the blocks are fully adopted for on line delivery, by creating slides, audio and video files. Audio files are useful to pronunciation of Old English languages. Interface with teacher are forecast every fortnight.
Who will be responsible for this adaptation? Do you have resources to implement it?
I am responsible for the course adaptation, and I have all resources belonging to e-campus to implement my e-learning course, as e-campus platform, called EPPI on which the ppt files are at students disposal. Furthermore, whenever I need, I am able to amend and enrich my files describing the topics of the course.
Who else will be involved in this process?
All these resources are supported by computer science engineers working at e-campus University from the technical point of view. Instead, concerning the file contents teachers are supported by a few tutors involved in all academical activities.
How will you facilitate teacher/student and student/student interaction?
Student/teacher interaction are facilitated by on line contacts, as VLE and webinars. In addition I am supported by tutors working at e-campus university, as above mentioned.
Plan access and assessment
How will students access the course building blocks?
Students can access my course building blocks downloading the ppt slides, video and audio files they find in the wikis nd OERs. During webinars we have the possibility to change impressions and comment the various topics of the course. Regarding assessment, they have the possibility to load their exercises onto e-portfolio platform.
Are you planning to track student activities online?
At the moment, I am planning just webinars and VLE, together with skype meetings.
How will you facilitate assessment of this module?
I am used to invite students to contact me through VLE, blogs or wikis, compiling the exercises scheduled and recommended to prepare the exam. In addition, the assessment of this module is very well facilitated by a set of questions constituting which the students may have access, consulting it and exercising in view of the exam.
All information written above regars my courses at campus University. It refers to Germanic Philology 3 course, attended by third year students, having already a knowlege of the origin and development of indoeuropean, common Germanic and old Germanic languages, because they studied it in the previous course (Germanic Philology 1-2).