Pedagogical Underpinnings of a Multi-Disciplinary Language Learning Portal - the Connection Between Theory and Practice

Abstract

This paper discusses how pedagogical aspects have affected the technical choices in constructing the multi-disciplinary and open-access digital language learning portal called Svenskstudier i buffeformat. The portal is being developed in one of the teacher teams in DIGIJOUJOU project, a national development project for digitalizing second language learning in higher education in Finland financed by Ministry of Education. The developing team represents three higher education institutions: Aalto University, Haaga-Helia University of Applied Sciences and Laurea University of Applied Sciences. The aim of the portal is to empower and engage students to study Professional Swedish in higher education in the virtual environment within their own discipline by their own choices.

The pedagogical underpinnings of the platform are task-based learning, content-based instruction, flipped learning, blended learning, communicative language learning as well as content and language integrated learning (CLIL). Other methodologies considered are constructivism and learning in task-based environment. All these pedagogical approaches support the higher education students’ personal curricula and language studies are thus strongly integrated in subject matters of the degree programs. Our work aims at combining language studies and degree study contents in a flexible and motivating way.

The objective of the study portal is to motivate students and give them more responsibility and autonomy of their own learning i.e. student empowerment. Students are active content creators, not passive receivers of information. The activities on the portal encourage students to seek information, to process information in various ways to end up in an appropriate output. During the learning process students are encouraged to choose between a range of digital tools, i.e. open source tools, web conferencing software, video production and editing tools, games and quizzes and message applications, not to forget the more traditional ways of output.

The connection of theory and practice, and methodological and technological choices are presented via concrete examples of individual activities on the portal. Various digital tools have been tested and used, and the aim is that each task requires the command of at least one digital tool, which supports the study process and learning outcome in a natural way. Furthermore, student/teacher feedback and experience will be discussed and considered as the portal will be further developed in 2019.