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Evaluation by Brigitte Holm Sörensen, Karin Tweddell Levinsen and Bente Meyer, Danish School of Education - University of Aarhus

May we express our gratitude to our Danish partners, who took over the work package of evaluation. Their tasks included...

1. an evaluation of the project
2. and evaluation of the LANCELOT course

For the purpose of evaluating the project a SWOT analysis was conducted by all of the project partners during the Interim Meeting in Manchester.

For the purpose of evaluating the course, they interviewed language trainers and analysed feedback provided by participants of both Action Research (October 2006 - December 2006) and the Pilot Test (March 2007-May 2007).

These reports provided valuable input to increase effectiveness and better communication in the project team and to help improve the final outcomes, the LANCELOT course.

Evaluation of the Project

Internal evaluation report on the LANCELOT project, November 2006

It is the aim of this report to assess and evaluate the internal communication and management of the Lancelot project during the first year of the project's life (October 2005- October 2006). The report focuses on these issues through the perspective of a SWOT analysis carried out by the project members at the interim meeting in Manchester October 6-8. The SWOT analysis was chosen for its ability to identify problem areas within an organisation or group as well as focusing on and facilitating future actions and strategies. The report contains a summary of the issues raised by the SWOT as well as a suggestion for future actions.

Evaluation of the LANCELOT course

Analysis of qualitative interviews with online language teachers, June 2006

At the kick-off meeting in Vienna October 2005 it was agreed that partners would conduct a limited number of interviews to make an initial survey of issues that would be relevant for the production of the manual & guide. It was therefore the objective of the interviews to produce knowledge about the basis for live online language teaching, i.e

• investigate traditional classroom pedagogy of language learning in virtual classroom environment
• outline particularities of learning processes in live online language teaching
• outline  advantages and disadvantages of live online language teaching
• describe technological skills specifically required for live online language teaching
• define need for qualification of the live online language teacher

The Danish team conducted 4 semi-structured interviews with teachers. The interviews were made on the basis of an interview guide discussed by all partners in December 2005. To access the report, click on the link in the title or click here.

Analysis of qualitative interviews with Action Research Trainees, February 2007

Interviews with trainees were conducted after the Action Research period (November-December 2006), when LBs 1-4 were tested on trainees.

The aim of the interviews was to understand how teachers learn to teach and to relate to the online environment through the specific context of the Lancelot live online course. The focus of the interviews was on the one hand the ability of the course to support this learning process and on the other hand the correction and adjustment of the syllabus for the spring pilot testing phase (beginning March 2007). To access the report, click on the link in the title or click here.

LANCELOT pilot report, June 2007

The aim of the Lancelot pilot evaluation process was to understand how teachers learn to teach and to relate to the online environment through the specific context of the Lancelot live online course.

Following the Action Research in the autumn of 2006 the LANCELOT live online language course was revised for the piloting in the spring of 2007. A second aim of the pilot evaluation has therefore been to assess the revision of the course following the Action Research. To access the report, click on the link in the title or click here.