Practical information about e-learning and the Macmillan English Campus

29-Aug-2012

I am in the fortunate situation of working in a large language school, which is the market leader and on three occasions was voted the best language school in Hungary. Besides the pleasure of working here, what I value the most is the insight I get into the everyday affairs of a large institution.

Two years ago, I was appointed the head of the e-learning department and that gave me an even more holistic view on the processes and allowed me to engage in the things I love the most – planning and developing.

The e-learning department was established 4 years ago – unfortunately earlier than people in my country were ready to accept and embrace it. Due to a of lack of interest and the intangible nature of e-learning the first two years were an uphill struggle. Fortunately, the trends seem to have changed somewhat in the last two years. People are more interested and, with new hand-held devices spreading widely, a new attitude towards e-learning seems to have taken root in the people.

Riding this tide combined with careful and meticulous work we were able to build up a working system of e-learning and I would like to share our results with you.

In this series I am going to discuss the use of e-learning systems (mainly Macmillan English Campus, and not because I am publishing this article on the developer’s page, but because I believe it is one of the best of such systems) and how to integrate them in your syllabi to yield better results.

I will concentrate on the subject mainly from the language school’s point of view i.e. I am not going to go into methodology too deep, but will focus on how to organize processes. Neither am I going to talk much of theoretical concepts about e-learning, I feel there has been too much talk of that already. I have a go-getter attitude in work and am usually quick to get down to business.

In my series of posts, first I am going to give a detailed account on how we train and what are the crucial points in selecting teachers to oversee or teach in e-learning and blended learning classes; how to maintain their interest in e-learning and the key role they play in raising student interest.

Secondly, I am going to go into course design details, namely on how to do a needs analysis and, depending on the conclusions of that, how to tailor courses to the needs of different leaning groups (e.g. public or corporate classes, individual learners, ESL) and integrate it with e-learning material.

After this I am going to talk about statistics and their incredible value to both corporate and public clients and the importance of feedback and how to do it. And last but not least, I will share some details about future plans and ideas with the focus on recent developments in technology and attitudes towards e-learning.

I feel that people are somewhat taken aback when it gets to putting theory about e-learning into practice and I wish to help in doing so. All in all, I am willing to give you an insight into a program that has been working for more then one and a half years now with good results, as well as technical advise on how to adapt it.

The first article from the series will be published on Monday 3rd September.

Béla

 

 

 

Additional articles in the ‘Practical information…’ series can be found here:

Recruitment and training

Course building

Statistics and reports

Future plans and ideas

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