BMELTT (Blending MOOCs for English Language Teacher Training). A ‘Distributed MOOC Flip’ to Explore Local and Global ELT Contexts and Beliefs

Marina Orsini-Jones, B. Zou, Barbara Conde Gafaro, Kate Borthwick

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

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Abstract

This paper reports on the outcomes of the ‘BMELTT’ (Blending MOOCs for English Language Teacher Training) project that was funded by a British Council English Language Teaching Research Award. The phase of the project discussed here ran between September 2016 and December 2016 and involved 154 participants from different higher education contexts:oventry University (CU/UK); Xi'an Jiaotong-Liverpool University (XJTLU/China); Sichuan International Studies University (SISU/China); East China University of Science and Technology (ECUST/China) and the University of Applied Sciences in Utrecht (HU/The
Netherlands). The FutureLearn MOOC ‘Understanding Language: Learning and Teaching’ created by the University of Southampton in collaboration with the British Council in the UK, was embedded with a novel blended learning approach into the English Language Teaching courses of the above mentioned universities.
Original languageEnglish
Title of host publicationXVIIIth International CALL Conference: CALL in Context 7-9 July 2017, UC Berkeley, USA.
Subtitle of host publicationConference Proceedings
EditorsJozef Colpaert, Ann Aerts, Richard Kern, Mark Kaiser
Place of PublicationUniversity of Antwerp
Pages608-625
Number of pages17
Volume1
Edition1
ISBN (Electronic)9789057285509
Publication statusPublished - 7 Jul 2017
EventXVIIIth International CALL Conference: CALL in Context - University of California, Berkeley, United States
Duration: 7 Jul 20179 Jul 2017

Conference

ConferenceXVIIIth International CALL Conference: CALL in Context
CountryUnited States
CityBerkeley
Period7/07/179/07/17

Keywords

  • MOOC, ELT, Reflective Practice, Action-Research, China, BMELTT (Blending MOOCs for English Language Teacher Education), Beliefs, Autonomy, Flipped MOOC blend

ASJC Scopus subject areas

  • Arts and Humanities(all)

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  • Research Output

    EDGING TOWARDS THE THRESHOLD CONCEPT OF AUTONOMY IN LANGUAGE LEARNING AND TEACHING THROUGH A MOOC BLEND: Becoming Autonomous Learners and Teachers

    Orsini-Jones, M., Altamimi, S. & Conde, B., Nov 2019, Threshold Concepts on the Edge. Land, R. & Timmermans, J. (eds.). Sense Publishers

    Research output: Chapter in Book/Report/Conference proceedingChapter

  • Cite this

    Orsini-Jones, M., Zou, B., Conde Gafaro, B., & Borthwick, K. (2017). BMELTT (Blending MOOCs for English Language Teacher Training). A ‘Distributed MOOC Flip’ to Explore Local and Global ELT Contexts and Beliefs . In J. Colpaert, A. Aerts, R. Kern, & M. Kaiser (Eds.), XVIIIth International CALL Conference: CALL in Context 7-9 July 2017, UC Berkeley, USA. : Conference Proceedings (1 ed., Vol. 1, pp. 608-625). University of Antwerp.