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Staatliches Berufskolleg
Glas ● Keramik ● Gestaltung
des Landes NRW ● Rheinbach
BUBBLING OVER WITH
EXPERIMENTIVENESS
Collaborative Media Creativity
as Key Competence in Learning
Vocational English
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Educational Games:
memory, hangman, study buddy,
tests & quizzes, vocational
grammar drills
Acquisition of Vocabulary:
glass dictionary, mindmap
interactive vocab trainer
Virtual Learning
Environment
English for
Glass Professionals
Glass Lessons: Cooperative Learning
situated task-based learning,
audio & video: listening comprehension & Anchored Instruction
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
Meta-Cognition:
Metalearning contract, ePortfolio,
RSS Feeds, pool of methods
Virtual Communication:
forum & chat, ICQ &
Skype,
yp eTwinning
g
Self-Publishing &
SelfPersonal Broadcasting:
Wiki & Blog
Blog, Podcasting,
Podcasting Glass
Classroom, virtual learning platform
December 16.
4th, Juni
2008 2009
Didactic p
principles
p
students ≠ mere recipiants
students
d
= interactive,
i
i
self-reliant
lf li
media
di producers
d
media Î development of content & communication
concentration on the learning process,
not on a supposedly “perfect“ product
Progression of competences we aim for:
Decision--making and responsibility
Decision
and the ability to participate in public discourse
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Students working collaboratively and in a selfself-organised way
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Objective
¾ Learning of foreign languages according to EU-Standard
„Common European Framework for Languages“
¾ complex, problembased, situated, and authentic
tasks in professional context which are to be worked out in
the target language
¾ integrated „skills: speaking – reading – listening –
writing“ in productive, receptive, and interactive
mediation tasks
¾ target groups: vocational training in glass technology and
design – degrees: general certificate of secondary
education (GCSE) & advanced technical college certificate
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Tools for diagnosis
• Dialang - Online-Tool CRFL:
htt //
http://www.dialang.org/german/index.htm
di l
/
/i d ht
• Oxford UP quick placement test
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Individual Learning
Contracts
¾ meta-cognitive instrument
¾ learning objectives, methods,
and media are agreed upon
¾ setting of schedule
¾ search for learning partners
¾ accompanied by teacher
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Situated Collaborative task
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
What do students need to solve problems?
Language Level:
¾ specific vocabulary & „phrases“ Æ instruments:
glass dictionary, learning games & interactive vocab trainer
¾ vocational grammar drills
¾ pool with methodological handouts,
handouts e.g.
e g „How
How to write a summary“
¾ „native speaker input“ for the improvement of pronunciation:
vocational listening
g comprehension
p
tasks (Audio
(
& Video))
Media Level:
¾ instruments with which the tasks can be worked out in cooperation
cooperation,
e.g. Web 2.0: media to develop & produce: wiki & blog or media to
communicate: forum & chat
¾ technical help, e.g. „How to produce a podcast“
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Individual Support
pp
via Collaborative Learning
g
Scaffolding - Learning in the Peer Group (Vygotsky):
¾ cooperative learning environments
¾ support via peer group in reaching the next learning level
Different Levels of Difficulty:
¾ didactical and technical reduction of complexity of tasks,
tasks e.g.
e g in
podcast production
¾ pool of methodological help on „different levels of
complexity“: beginners, intermediate & advanced,
e.g. „How to write a summary“, „How to express opinion“
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Glass Dictionary
¾Deutsch-Englisch
¾English German
¾English-German
¾With audio files
¾With access to Englishg
English online dictionary
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Interactive Vocab
Trainer
¾Dual code:
picture & language
¾Mouse over function enables
self organised learning
¾Vocabulary & phrases
¾Pictures from workshops
Online Educa Berlin
December 4th, 2008
Memory
y Games
¾Learning of words
¾Six levels of difficulty
¾Pictures out of workshops
Online Educa Berlin
December 4th, 2008
Memory Example
¾Learning vocabulary in a
playful way
¾Searching for matching pairs
of terms
¾Hits are counted
Online Educa Berlin
December 4th, 2008
Hangman
¾Playful learning of
vocabulary
¾O l vocational
¾Only
ti
l glass
l
terms
t
Online Educa Berlin
December 4th, 2008
Virtual
Hot Shop
¾Link to the Museum of Glass
in Tacoma
(Washington)
¾Virtual Glass
Hot Shop with
instructions in
English
¾Short films
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Grammar Drills
¾Grammar learning with
dual code
¾drag & d
¾d
drop, clozes,
l
multiple choice,
crosswords
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Listening
Comprehension
¾Native Speaker Material
¾Glass videos by Prof. Andrew Macfarlane (U of Cambridge) & Corning
Museum of Glass (New York)
¾Didactically prepared
material
t i l for
f collaborative
ll b
ti
learning (tick off list, cloze,
transcript, cooperative task)
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Personal Publishing
&B
Broadcasting:
d
ti
Wiki & Blog & Podcasts
¾Wiki: cooperati
¾Wiki
cooperative
e work
ork on a
„glass glossary“
¾Blog: discussion of homework and
preparation of podcast texts
¾RSS Feeds: methodological hints,
e g “How
e.g.
How to use a dictionary
dictionary“
¾Correction of texts in peer
counselling
¾Podcasting: production of audio
files for practice in the target
language
g g
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
EvaluaEvaluation in
the blog
g
¾ students
give
f db k
feedback
on texts
(grammar,
style,
style
complexity
of language
level)
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Discussion in Blogs
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Wiki and Blog as Web 2.0
2 0 media enable students…
students
• to work together
g
without being
g dependant
p
on
place or time
g practical
p
• to work over distances even during
trainings and holidays
y editor techniques
q
• to use easy
• to be creative in using multiple media
• to create transparency
• to work collaboratively
;
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Competence in
self-initiated learning
PLANNING
Didactic Instruments
organisational help for scheduling
INFORMATION
PROCESSING OF
INFORMATION
PRESENTATION
REFLECTION/
EVALUATION
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
y , techniques
q
methods for text analysis,
of research and structuring
articles written in the wiki which are
corrected by the student‘s editorial board
reflection sheet and evaluation sheet
g process and articles
for learning
December 16.
4th, Juni
2008 2009
Competence in
collaborative learning
communication
Didactic Instruments
Rules of communication
sense of
responsibility
team training
student‘s editorial board
evaluation sheet for articles
group puzzles
efficient
organisation
methods of structuring the
working
gp
process
crisis management
counselling interviews
group counselling sheets
motivation
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
intrinsic
extrinsic: certificate
December 16.
4th, Juni
2008 2009
Example for
Podcasting
Jing: Peking Opera Mask
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Interactively produced Podcasts or VideoVideo-Tasks
= media for creative development
p
and presentation
p
Î they advance competence in learning via application of learning
strategies as a matter of routine
1) Strategies of Organisation:
As preparation for the development of content for a podcast, declarative knowledge
has to be worked out and transformed into a form which can be easily received.
2) Strategies of Elaboration:
Freshly adopted knowledge is integrated in already existing knowledge structures and
critically tested, as well as transferred into a well suited form for presentation via
providing analogies and examples.
3) Strategies of Repetition:
For the acutal production of the audio file content has to be recited repeatedly and
adequately for broadcasting, similar to the learning method of Thinking Aloud.
4) Strategies of MetaMeta-Cognition
Cognition::
Learning steps are planned, monitored, and finally critically checked out in a self
organised way. Someone who worked out content and improved it repeatedly for a
presentation in an audio file ideally knows what he or she is talking about and has
internalised the learning topics.
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Video--Tasks
Video
according to
Anchored Instruction
¾Students produce videos with
g tasks
writing
¾Narrative format: task is embedded
in story or authentic professional
situation and serves as anchor
¾Students take responsibility for
their own learning process
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Anchored Instruction VideoVideo-Task “catalogue
g text“
Sarah: Hello, it's nice to meet you. I am Sarah Jones
from the London Glassmuseum
Glassmuseum.
Linda: Hello, nice to meet you too. I am Linda de Molt.
Sarah: Well, as you know, we have choosen your
journeyman's piece for our next exhibition.
Right now we are planning the catalogue.
Could you please write a short description of
your glass piece for this catalogue?
Linda: Sure,
Sure I'd
I d be happy to do that
that. How long should
the text be?
Sarah: Round about one page - but type it, please.
Linda: O.K. You'll get the text as soon as possible.
Sarah: Fine. Thank you. Bye then.
Linda: Good bye.
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Setting of an Anchored Instruction Learning Arrangement
Feedback
A
B
&
Workout of
tasks
C
D
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
1.
Groups invent authentic and narrative
learning situation.
2
2.
Groups write
G
it dialogues,
di l
handicraft
h di
ft telet l
prompters out of carboard & rehearse.
3.
Production and cutting
g of Video-Clip.
p
4.
Groups show the video task to the other
groups and give feedback according to
criteria which were worked out together
beforehand.
5.
Groups work out the new video tasks.
6.
Students give each other feedback to the
different working results.
December 16.
4th, Juni
2008 2009
To my mind, working with the online
environment and with multimedia
tools is very efficient. It simply makes
learning more fun.
Jing Zhang
Our English class has got something very
positive: I regularly go to the international glass
exposition „Glasstec“ and present our family
company – for the first time I was able to talk
with guests from all over the world in a
professional English because we learned so
many new technical terms and phrases with
„English for Glass Professionals“
Professionals in a really
effective way.
Annabel Stadler
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
What are the Requirements for Web Based Learning?
• Teachers have to enjoy learning themselves, e.g. new
areas of teaching, and experimenting with media
technically and didactically.
didactically
• Teachers need computer and Internet access.
• Freeware such as Audacity
Audacity, Wordpress
Wordpress, Hotpotatoes or
Frontpage, perhaps also an Internet server.
• Headsets with microphone.
• A digital camera, or mobiles with video function, or a
video cam.
• Internet workplaces in school: one PC per 4 students
has proved to provide an effective learning
environment
environment.
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Potential for Transfer
• Podcasting:
g presentations
p
of all kind,, e.g.
g reports
p
on
workshops, projects, interviews, school broadcast etc.
• Blogging: learning portfolio, students‘ evaluation,
students‘ newspaper,
newspaper documentation and discussion of
projects and practical trainings etc.
• Anchored Instruction: learning situations as selfmade
task videos for every kind of professional task
• Wikis: school dictionary, glossary, encyclopedia
• Virtual learning environment: content management,
competetive learning scenarios for collaborative
settings
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
L
E
A
You should dare to
jump into cold water!
R
N
„Sprachen und Beruf“ Düsseldorf
shared effort
16. Juni 2009
For further information go to our website:
www.bkrheinbach.de
or directly to:
www.rheinfit.de/GlassProfessionals.htm
or contact Dr. Stephanie Merkenich at the vocational college Rheinbach
s.merkenich@t-online.de
Download material on the model project KooL:
http://www.rheinfit.de/kool--downloads
http://www.rheinfit.de/kool
downloads--links.htm
Articles on the work with Web 2.0 media in the classroom by Dr. Stephanie Merkenich:
1) Kool ist cool
2) Modernes Fremdsprachenlernen mit Web 2.0
2.0--Anwendungen
3)) Wikis in der Ausbildung
g am Beispiel
p Glaskompendium
p
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009
Thank you for your attention …
… and keep
Onlineund
Educa
BerlinDüsseldorf
„Sprachen
Beruf“
December 16.
4th, Juni
2008 2009

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