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Introduction

Given the extent and breadth of innovative learning solutions resulting from transational collaborative initiatives, new approaches can often be lost in the sea of publications and circulated papers. The Pelican Active Learning System stands out however for a number of reasons, associated with both its quality and substance and its central focus on the learner and learner preferences. The results of this are a system that is based on such responsiveness and upon anticipation of the personal, professional, environmental and behavioural challenges faced by (especially mature) learners seeking a work / life / study balance.

The Pelican Active Learning System actively draws from and was based upon several successful transnational initiatives: Pelican Active Learning System was formed during the international research projects Don’t Give Up[1]Web2Learn, aPLaNet, VIDEOforALL[2]Pools3[3]. GLPM was involved extensively in the Pools-3 project as external evaluator, a role also undertaken in several of the other Pools initiatives all located in the same URL. The experience gained from this involvement resulted in significant insight into how innovative learning methodologies such as CLIL[4] can most effectively be implemented. Similar experience with regard to how best to implement IBSE [5] has been gained from the external evaluation role in the Amgen Teach initiative and so GLPM has significant experience in assessing the impact of new learning models generally and in the context of language learning specifically.

Keywords: innovative learning solutions, learner preferences, CLIL.

Outline of the Pelican Active Learning System

The Pelican Active Learning System is a language learning method based on the experience with the on-line system of education and development of audio-visual material during international projects. The method fosters and promotes activity, creativity and independence in students. It speeds up Language Acquisition, i.e. the process of learning and using lexical and grammatical forms intuitively thanks to Language Immersion and Communicative Language Teaching. Various forms of Computer Assisted Language Learning, i.e. audio-visual technology and multimedia, are used for Language Immersion (again see the Pools [6] series of initiatives) and students’ exposure to a target language in a correct and authentic form.

Keywords: promotes activity, independence in students, language immersion.

What makes the Pelican Active Learning System Effective?

The strength of the system is the focus on learning challenges – and these challenges influence extensively the form and content of the system as well as the way in which the system is promoted. This latter aspect is especially important as it indicates early to the interested visitor to the system the emphasis on overcoming challenges and is therefore immediately of reassurance to both potential learner and potential learner provider.

Four key challenges are identified: irregular attendance, loss of motivation, failure to finish homework and insufficient progress. For each, causes and solutions are provided and these reflect the factors that are driven by the learners as well as their environments and this is the key to the system – not only the tools and content but the responsive structure and in-built means to anticipate and address issues prior to them having their potential negative impact on the learner and their learning. For example, with regard to homework difficulties, the emphasis is on preparing the correct environment prior to the allocation of tasks. So, initial facebook or skype space or provision is created and the learner has the option of partner, peer or group learning. Video instruction forms the basis of most homework tasks; therefore the medium provides the learning content as well as the task explanation, with again links provided for effective additional resources. [7]

A further important element is the social aspect behind many of the learning resources; they are designed not only to be clearly instructional with carefully-planned progressive language content, they are designed to be invitational to the learner in nature with effective use of humour and social contextualisation which provide further anticipatory responses to the often-cited isolation experienced by the learner using primarily CAL methods.

Keywords: focus on learning challenges, irregular attendance, loss of motivation, failure to finish homework, insufficient progress, task explanation, humour and social contextualisation.

GLPM May 2016

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